The Early Developmental Competencies and School Readiness of Low-Income, Immigrant Children: Influences of Generation, Race/Ethnicity, and National Origins

Autor/inn/en	De Feyter, Jessica Johnson; Winsler, Adam
Titel	The Early Developmental Competencies and School Readiness of Low-Income, Immigrant Children: Influences of Generation, Race/Ethnicity, and National Origins
Quelle	In: Early Childhood Research Quarterly, 24 (2009) 4, S.411-431 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2009.07.004
Schlagwörter	Ethnicity; School Readiness; Academic Achievement; Language Skills; Immigrants; Child Development; Preschool Children; Low Income Groups; Racial Differences; Family Influence; Cultural Differences; Cognitive Ability; Socioeconomic Influences; Student Behavior; Behavior Problems + Suchen Sie Ihr Suchwort? Ethnizität; Readiness for school; School ability; Schulreife; Schulleistung; Language skill; Sprachkompetenz; Immigrant; Immigrantin; Immigranten; Kindesentwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Rassenunterschied; Kultureller Unterschied; Denkfähigkeit; Sozioökonomischer Faktor; Student behaviour; Schülerverhalten
Abstract	Though much valuable research has been conducted on the academic achievement of school-age immigrant youth, less is known about the early developmental competencies of immigrant children during the preschool years. This study describes the school readiness of 2194 low-income children receiving subsidies to attend child care with emphasis on how nativity status (generation), race/ethnicity, and national origins might be related to children's preparedness for kindergarten. The Learning Accomplishment Profile-Diagnostic (LAP-D) was used to measure cognitive and language skills, while teacher-report on the Devereux Early Childhood Assessment (DECA) measured socio-emotional protective factors and behavior concerns. Results demonstrate that variation does exist in school readiness according to nativity-based factors. First- and second-generation immigrants lagged behind children in non-immigrant families in cognitive and language skills but excelled by comparison in socio-emotional skills and behavior. In many cases, first-generation immigrant children showed more advanced development than second-generation immigrant children, providing some evidence in the early years for an "immigrant advantage". The present study raises awareness regarding some of the strengths immigrant children demonstrate from a very young age--strengths that can be built upon to encourage their later success and academic achievement. (Contains 3 tables and 6 figures.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10