Refugee Children's Early Development during Attendance of Specialized Preschool Programs and Transition into First Grade in Germany

Autor/inn/en	Busch, J.; Cabrera, N.; Ialuna, F.; Buchmüller, T.; Leyendecker, B.
Titel	Refugee Children's Early Development during Attendance of Specialized Preschool Programs and Transition into First Grade in Germany
Quelle	In: Early Education and Development, 33 (2022) 8, S.1304-1325 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Busch, J.) ORCID (Cabrera, N.) ORCID (Ialuna, F.) ORCID (Buchmüller, T.) ORCID (Leyendecker, B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2021.1970427
Schlagwörter	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; Germany; Peabody Picture Vocabulary Test; Wechsler Preschool and Primary Scale of Intelligence; Strengths and Difficulties Questionnaire; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Ausland; Flüchtling; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; School year 01; 1. Schuljahr; Schuljahr 01; Soziale Entwicklung; Gefühlsbildung; Denkfähigkeit; Rezeptive Kommunikationsfähigkeit; Psychomotorische Aktivität; Kindesentwicklung; Lernleistung; Schulerfolg; Student behaviour; Schülerverhalten; Kognitive Entwicklung; Deutschland
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01