Effects of Junior Kindergarten on Emerging Literacy in Children from Low-Income and Linguistic-Minority Families

Autor/inn/en	Pagani, Linda S.; Jalbert, Julie; Lapointe, Pierre; Hebert, Martine
Titel	Effects of Junior Kindergarten on Emerging Literacy in Children from Low-Income and Linguistic-Minority Families
Quelle	In: Early Childhood Education Journal, 33 (2006) 4, S.209-215 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-005-0031-5
Schlagwörter	Kindergarten; Emergent Literacy; Young Children; Poverty; Language Minorities; Comparative Analysis; Language Skills; Preschool Teachers; Parent School Relationship; Second Language Learning; Outcomes of Education; Low Income Groups; Educational Environment; Student Adjustment; Adjustment (to Environment); Teaching Methods; Vocabulary Skills; Language Proficiency; Parent Teacher Cooperation + Suchen Sie Ihr Suchwort? Frühleseunterricht; Frühe Kindheit; Armut; Sprachminderheit; Language skill; Sprachkompetenz; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Zweitsprachenerwerb; Lernleistung; Schulerfolg; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Teaching method; Lehrmethode; Unterrichtsmethode; Aktiver Wortschatz; Language skills; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung
Abstract	We study the benefits of junior kindergarten for linguistic-minority 4-year-olds compared to their linguistic-majority classmates from the same low-income neighborhoods. At the end of the school year, linguistic-minority children made significantly greater improvements in language skills than their host society classmates. At the mid-year point, junior kindergarten teachers made efforts to help linguistic-minority children overcome the challenges of the school environment of their new host society by adapting their pedagogical strategies to those showing difficulty in their receptive vocabulary skills. They also offered greater means of contact to parents of linguistic-minority children having difficulty attaining language proficiency than to parents of children showing better improvements. Parents of linguistic-minority students showing smaller gains were more likely to use a larger proportion of the communication methods offered by teachers and participate in the parent-school relationship for the well-being of their children. Long-term results suggest that linguistic-minority children continued to make significant improvements. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10