Refugee Children's Early Development during Attendance of Specialized Preschool Programs and Transition into First Grade in Germany
Saved in:
| Title: | Refugee Children's Early Development during Attendance of Specialized Preschool Programs and Transition into First Grade in Germany |
|---|---|
| Language: | English |
| Authors: | Busch, J. (ORCID |
| Source: | Early Education and Development. 2022 33(8):1304-1325. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education Elementary Education Grade 1 Primary Education |
| Descriptors: | Foreign Countries, Refugees, Preschool Children, Preschool Education, Grade 1, Social Development, Emotional Development, Thinking Skills, Receptive Language, Psychomotor Skills, Child Development, Behavior Problems, Outcomes of Education, Student Behavior, Cognitive Development |
| Geographic Terms: | Germany |
| Assessment and Survey Identifiers: | Peabody Picture Vocabulary Test, Wechsler Preschool and Primary Scale of Intelligence, Strengths and Difficulties Questionnaire, Classroom Assessment Scoring System |
| DOI: | 10.1080/10409289.2021.1970427 |
| ISSN: | 1040-9289 1556-6935 |
| Abstract: | Research Findings: We assessed socio-emotional behavior, nonverbal reasoning, German receptive language, and motor skills of refugee children attending early childhood development [ECD] programs and of those who did not (N = 207, mean age = 69.4 months). Young refugee children overall demonstrated lower levels of development and more socio-emotional behavior problems. Attendance of preschool-based ECD programs was inconsistently linked to better outcomes. Only moderate improvements in German receptive language skills could be supported across different methodological approaches. Although socio-emotional problems of refugee children attending ECD programs persisted on high levels, those children showed overall fewer problems when compared to non-attenders at the transition to first grade, especially less hyperactivity/inattention and more prosocial behavior. Practice or Policy: Our study supports that refugee experiences during early childhood are linked to lower developmental learning foundations. Specialized ECD programs for refugees can compensate a general shortage in regular ECD services in times of increased demands. Such programs thus increase the chances of refugee children to keep pace academically with their non-refugee peers. However, as specialized programs for refugee children establish a non-inclusive route in the early education sector of Germany, they still have to empirically prove quality and promoting effects on the children's ECD. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1367912 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Research Findings: We assessed socio-emotional behavior, nonverbal reasoning, German receptive language, and motor skills of refugee children attending early childhood development [ECD] programs and of those who did not (N = 207, mean age = 69.4 months). Young refugee children overall demonstrated lower levels of development and more socio-emotional behavior problems. Attendance of preschool-based ECD programs was inconsistently linked to better outcomes. Only moderate improvements in German receptive language skills could be supported across different methodological approaches. Although socio-emotional problems of refugee children attending ECD programs persisted on high levels, those children showed overall fewer problems when compared to non-attenders at the transition to first grade, especially less hyperactivity/inattention and more prosocial behavior. Practice or Policy: Our study supports that refugee experiences during early childhood are linked to lower developmental learning foundations. Specialized ECD programs for refugees can compensate a general shortage in regular ECD services in times of increased demands. Such programs thus increase the chances of refugee children to keep pace academically with their non-refugee peers. However, as specialized programs for refugee children establish a non-inclusive route in the early education sector of Germany, they still have to empirically prove quality and promoting effects on the children's ECD. |
|---|---|
| ISSN: | 1040-9289 1556-6935 |
| DOI: | 10.1080/10409289.2021.1970427 |
