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Direct linkSchütz, Jessica; Schipper, Neele; Koglin, Ute – Psychology in the Schools, 2022
Bullying in school and cyberbullying are highly relevant issues. Students with special educational needs in emotional-social development and learning show individual characteristics that could be risk factors for bullying perpetration and victimization (e.g., externalizing behavior problems or poor social skills). Therefore, the present study was…
Descriptors: Bullying, Computer Mediated Communication, Adolescents, Special Needs Students
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
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
Rademacher, Annika; Koglin, Ute – Early Child Development and Care, 2019
In recent years, preschooler's self-regulation has been extensively researched. This systematic review deals with the overlaps and differences among the many different terminologies and definitions of self-regulation in childhood and the association with preschooler's social-emotional and behavioural development. A systematic literature search in…
Descriptors: Preschool Children, Self Management, Social Development, Emotional Development
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
Linberg, Anja; Burghardt, Lars; Freund, Jan-David; Weinert, Sabine – Early Child Development and Care, 2020
International study results point to potential negative associations of time spent in early childhood education and care (ECEC) centres in the first 3 years of a child's life and socio-emotional outcomes. However, the transferability of international results to the German ECEC system and the impact of characteristics of the home learning…
Descriptors: Program Length, Time Factors (Learning), Emotional Development, Social Development
Cohen, Franziska; Anders, Yvonne – School Effectiveness and School Improvement, 2020
Cooperation between preschools and parents is one key dimension of pedagogical quality in early childhood education and care (ECEC). We examined the structural characteristics of ECEC that predict preschool cooperation activities and how they are associated with children's language and social-emotional skills at the age of 3. The results are based…
Descriptors: Family Involvement, Early Childhood Education, Social Development, Emotional Development
