Social Competence of Bilingual and Monolingual Native English Speaking Preschoolers: A Comparison of Parent and Teacher Perspectives

Autor/inn/en	Baxter, Christine M.; More, Cori; Spies, Tracy G.; Scott, Chyllis E.
Titel	Social Competence of Bilingual and Monolingual Native English Speaking Preschoolers: A Comparison of Parent and Teacher Perspectives
Quelle	In: Early Child Development and Care, 191 (2021) 4, S.569-582 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baxter, Christine M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2019.1630830
Schlagwörter	Interpersonal Competence; Bilingualism; Monolingualism; Comparative Analysis; Parent Attitudes; Teacher Attitudes; Empathy; Self Control; Behavior Problems; Peer Relationship; Classification; Correlation; Native Speakers; English (Second Language); English Language Learners; Second Language Instruction; Preschool Children; Child Development; Social Development; Cultural Differences; Preschool Education; Disadvantaged Youth + Suchen Sie Ihr Suchwort? Interpersonale Kompetenz; Bilingualismus; Elternverhalten; Lehrerverhalten; Empathie; Selbstbeherrschung; Peer-Beziehungen; Classification system; Klassifikation; Klassifikationssystem; Korrelation; Muttersprachler; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kindesentwicklung; Soziale Entwicklung; Kultureller Unterschied; Benachteiligter Jugendlicher
Abstract	Effective peer interaction is fundamental to social development, cognitive development, and academic success. Young children's early exposure to and development of social competence begins in the home and is further developed upon entry into early childhood programmes. In the United States, where early childhood programmes serve increasingly diverse families, discrepancies between families and teachers in relation to the social competencies valued may exist. This study compares parent and teacher perspectives of children's social competence (i.e. social skills and problem behaviours) and whether similarities and differences in perspectives are associated with children's classification as an emergent bilingual or monolingual native English speaker. Findings indicate statistically significant differences in parent and teacher ratings on the empathy, externalizing, and hyperactivity subscales for bilingual children and on the empathy, self-control, internalizing, externalizing, and hyperactivity subscales for monolingual English-speaking children. Recommendations for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01