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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
Facets of the Early Home Literacy Environment and Children's Linguistic and Socioemotional Competencies
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Wirth, Astrid; Ehmig, Simone C.; Drescher, Nadja; Guffler, Sabrina; Niklas, Frank – Early Education and Development, 2020
Research findings: Developing adequate socioemotional competencies is of great relevance for later health and academic outcomes. Shared book reading creates valuable social situations that provide opportunities to talk about characters' emotions and social interactions with children and thus might contribute to children's socioemotional…
Descriptors: Family Environment, Emergent Literacy, Social Development, Emotional Development
Assessing Preschool Children's Social Pretend Play Competence: An Empirical Comparison of Three Different Assessment Methods
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Jaggy, Ann-Kathrin; Perren, Sonja; Sticca, Fabio – Early Education and Development, 2020
Pretend play may be beneficial for young children's social development. However, empirical results to date are inconsistent and limited, which is partly due to a lack of psychometrically sound measures for children's social pretend play competence. The current study aimed to compare and validate different assessment methods for children's social…
Descriptors: Preschool Children, Preschool Education, Play, Imagination
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
Self-Regulation, Language Skills, and Emotion Knowledge in Young Children from Northern Germany
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von Salisch, Maria; Haenel, Martha; Denham, Susanne Ayers – Early Education and Development, 2015
Research Findings: In order to examine the explanatory power of behavioral self-regulation in the domain of emotion knowledge, especially in a non-U.S. culture, 365 German 4- and 5-year-olds were individually tested on these constructs. Path analyses revealed that children's behavioral self-regulation explained their emotion knowledge in the…
Descriptors: Foreign Countries, Young Children, Kindergarten, Self Control
Long-Term Relations between Children's Language, the Home Literacy Environment, and Socioemotional Development from Ages 3 to 8
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Rose, Elisabeth; Lehrl, Simone; Ebert, Susanne; Weinert, Sabine – Early Education and Development, 2018
Research Findings: This study investigated the long-term interrelations among children's language competencies, their home literacy environment (HLE), and 3 aspects of socioemotional development from ages 3 to 8, controlling for characteristics of the child and family. For this sample of 547 typically developing German children, parents and…
Descriptors: Child Language, Family Literacy, Family Environment, Aggression
The Socialization of Compassionate Behavior by Child Care Teachers.
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Kienbaum, Jutta – Early Education and Development, 2001
Examined how child care teachers' socialization practices and child characteristics jointly predicted children's sympathetic-prosocial responding. Found that child characteristics and socialization practices played an important role in children's interpersonal functioning, and the ability of the teacher to interact in a warm, affectionate way was…
Descriptors: Child Behavior, Competence, Developmental Psychology, Early Childhood Education