A Longitudinal Study of the Social and Academic Competence of Economically Disadvantaged Bilingual Preschool Children

Autor/inn/en	Oades-Sese, Geraldine V.; Esquivel, Giselle B.; Kaliski, Pamela K.; Maniatis, Lisette
Titel	A Longitudinal Study of the Social and Academic Competence of Economically Disadvantaged Bilingual Preschool Children
Quelle	In: Developmental Psychology, 47 (2011) 3, S.747-764 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0021380
Schlagwörter	Economically Disadvantaged; Academic Achievement; Preschool Children; Profiles; Hispanic Americans; Emotional Development; Interpersonal Competence; Bilingualism; Longitudinal Studies; Social Development; Cultural Influences; English (Second Language); Second Language Learning; Language Proficiency; Role + Suchen Sie Ihr Suchwort? Schulleistung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Charakterisierung; Profilanalyse; Hispanic; Hispanoamerikaner; Gefühlsbildung; Interpersonale Kompetenz; Bilingualismus; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Soziale Entwicklung; Cultural influence; Kultureinfluss; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Rollen
Abstract	This longitudinal study was conducted to gain understanding of the social-emotional and academic development of economically disadvantaged bilingual preschool children. In Study 1, the authors combined cognitive, psychosocial, and cultural-linguistic factors to determine profiles of social competence as measured by peer play. A person-centered analysis of 207 Hispanic American preschoolers (ages 4 and 5 years) yielded 6 distinct profiles, 2 of which were socially competent and 1 of which was vulnerable. Findings revealed profile differences in social competence and a significant relationship between bilingualism and social-emotional development. In Study 2, the authors determined which profiles were associated with later academic achievement and growth of English proficiency. Findings indicated a significant relationship of early social-emotional development to later academic success and English acquisition, highlighting the role of bilingualism. (Contains 11 tables, 3 footnotes and 2 figures.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10