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Children's Social-Emotional Development during the COVID-19 Pandemic: Protective Effects of the Quality of Children's Home and Preschool Learning Environments
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Elisa Oppermann; Sabine Blaurock; Lysann Zander; Yvonne Anders – Early Education and Development, 2024
Research Findings: The study examined the development of children's social-emotional problems between 2019 (T1) and winter 2021/22 (T2) during the COVID-19 pandemic, as well as the role of children's home and preschool learning environments. The sample included 228 German children ages 3-7 years at T1 (M[subscript Age] = 5.13, SD = 0.79, 46%…
Descriptors: Social Emotional Learning, COVID-19, Pandemics, Family Environment
Refugee Children's Early Development during Attendance of Specialized Preschool Programs and Transition into First Grade in Germany
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Busch, J.; Cabrera, N.; Ialuna, F.; Buchmüller, T.; Leyendecker, B. – Early Education and Development, 2022
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…
Descriptors: Foreign Countries, Refugees, Preschool Children, Preschool Education
Preschoolers' Profiles of Self-Regulation, Social-Emotional and Behavior Skills and Its Prediction for a Successful Behavior Adaptation during the Transitional Period from Preschool to Elementary School
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Rademacher, Annika; Goagoses, Naska; Schmidt, Sören; Zumbach, Jelena; Koglin, Ute – Early Education and Development, 2022
Research Findings: A successful transition from preschool to elementary school requires a high level of behavioral adaptation. The aim of our study was to analyze child-related factors in preschool that facilitate a positive behavioral adaptation in the transitional period to elementary school. A cluster analysis was conducted with the data from…
Descriptors: Preschool Children, Elementary School Students, Student Adjustment, Student Promotion
Linking Quantity and Quality of Early Childhood Education and Care to Children's Socio-Emotional Adjustment: A German Cross-Sectional Study
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Kohl, Katharina; Bihler, Lilly-Marlen; Willard, Jessica A.; Agache, Alexandru; Leyendecker, Birgit – Early Education and Development, 2020
This study examined how quantity and quality of early childhood education and care (ECEC) are related to the socio-emotional adjustment of children born in Germany (30-48 months old, N = 395). Previous research focused on a small set of ECEC features, used broad measures, and yielded inconclusive results. We assessed ECEC quantity (age at entry,…
Descriptors: Foreign Countries, Educational Quality, Early Childhood Education, Social Development
Use of the Teacher Version of the Strengths and Difficulties Questionnaire with German and American Preschoolers
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Downs, Andrew; Strand, Paul S.; Heinrichs, Nina; Cerna, Sandra – Early Education and Development, 2012
Research Findings: The present study evaluated the utility of the Strengths and Difficulties Questionnaire (SDQ) as a teacher-report measure of internalizing and externalizing problems in preschool-age children. Participants included preschoolers drawn from Germany and the United States, with the American sample composed of both English-speaking…
Descriptors: Psychopathology, Behavior Rating Scales, Measures (Individuals), Foreign Countries