Center-Based Preschool and School Readiness Skills of Children from Immigrant Families

Autor/inn/en	Votruba-Drzal, Elizabeth; Coley, Rebekah Levine; Collins, Melissa; Miller, Portia
Titel	Center-Based Preschool and School Readiness Skills of Children from Immigrant Families
Quelle	In: Early Education and Development, 26 (2015) 4, S.549-573 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2015.1000220
Schlagwörter	Preschool Education; Preschool Children; Immigrants; School Readiness; Child Care Centers; Longitudinal Studies; Young Children; Mathematics Skills; Reading Skills; Language Skills; Expressive Language; Behavior Problems; Parent Attitudes; Comparative Analysis; Geographic Location; Language Usage; Student Characteristics; Family Characteristics; Statistical Analysis; Cognitive Ability; Regression (Statistics); Early Childhood Longitudinal Survey; Peabody Picture Vocabulary Test; Preschool and Kindergarten Behavior Scales + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Immigrant; Immigrantin; Immigranten; Readiness for school; School ability; Schulreife; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Frühe Kindheit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Reading skill; Lesefertigkeit; Language skill; Sprachkompetenz; Elternverhalten; Sprachgebrauch; Statistische Analyse; Denkfähigkeit; Regression; Regressionsanalyse
Abstract	Research Findings: Children from immigrant families are more likely than children of native parents to start school with fewer of the academic skills that are important for long-term success, although evidence on behavioral skills is mixed. Center-based early education and care (EEC) programs, which have been linked to improvements in academic functioning in disadvantaged samples, may serve as a potent resource for children from immigrant families, but important questions remain about their benefits and drawbacks for academic and behavioral outcomes across the diverse population of children from immigrant families. Using data from the Early Childhood Longitudinal Study, Birth Cohort (N ˜ 6,550), this study examined prospective associations between center-based EEC at age 4 and school readiness skills at age 5 among children from immigrant families. Practice or Policy: The results suggest that center-based EEC is associated with heightened math, reading, and expressive language skills and also with lower parent-rated externalizing behaviors for children of immigrants in comparison to children of native parents. Results also revealed heterogeneity in associations between center-based EEC attendance and school readiness skills among children of immigrants based on parental region of origin, household language use, and the language used in EEC settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01