دورية أكاديمية
Children's Psychosocial Development Following the Transitions to Kindergarten and School: A Comparison between Natives and Immigrants in Germany
| العنوان: | Children's Psychosocial Development Following the Transitions to Kindergarten and School: A Comparison between Natives and Immigrants in Germany |
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| اللغة: | English |
| المؤلفون: | Stoessel, Katharina, Titzmann, Peter F., Silbereisen, Rainer K. |
| المصدر: | International Journal of Developmental Science. 2011 5(1-2):41-55. |
| الإتاحة: | IOS Press. Nieuwe Hemweg 6B, Amsterdam, 1013 BG, The Netherlands. Tel: +31-20-688-3355; Fax: +31-20-687-0039; e-mail: info@iospress.nl; Web site: http://www.iospress.nl |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| تاريخ النشر: | 2011 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Kindergarten Primary Education Early Childhood Education Grade 1 Elementary Education |
| Descriptors: | Child Development, Psychological Patterns, Social Development, Immigrants, Foreign Countries, Comparative Analysis, Student Adjustment, Kindergarten, Grade 1, Jews, Language Skills, Interpersonal Competence, Self Control, Mothers, Parent Background, Educational Attainment, Family Income, Ethnic Groups, Interviews, Cultural Differences, Cultural Capital, Social Capital |
| مصطلحات جغرافية: | Germany, Russia, Turkey |
| DOI: | 10.3233/DEV-2011-11077 |
| تدمد: | 2192-001X |
| مستخلص: | New experiences, challenges, and opportunities inherent in biographical transitions are expected to foster the psychosocial development of individuals. Our study investigated, first, developmental gains in children's language competence, social support seeking, and self control following the transitions to kindergarten and school; second, whether native Germans, ethnic German repatriates, Russian Jewish and Turkish migrants differed in developmental gains following these transitions; and third, whether differences in mother's education, financial standing, or network contacts accounted for ethnic group differences in developmental gains. In total, 111 mothers of kindergarten-aged and 179 mothers of school-aged children were interviewed twice, before and after the respective transition, with a one-year-interval. Results showed that, according to mothers' reports, children increased in language competence and self control after both transitions. The increase for some outcomes varied, however, between ethnic groups and was accounted for by differences in maternal education. Results underscore the importance of immigrants' education for the positive development of their offspring and of institutional opportunities in compensating for early disadvantages. |
| Abstractor: | As Provided |
| Number of References: | 50 |
| Entry Date: | 2017 |
| رقم الأكسشن: | EJ1146525 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2192-001X |
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| DOI: | 10.3233/DEV-2011-11077 |