Social Competence of Mandarin-Speaking Immigrant Children in Childcare

Autor/in	Ren, Yonggang
Titel	Social Competence of Mandarin-Speaking Immigrant Children in Childcare
Quelle	In: Early Child Development and Care, 185 (2015) 5, S.791-806 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2014.957693
Schlagwörter	Interpersonal Competence; Immigrants; Mandarin Chinese; Child Care; Young Children; Foreign Countries; English Language Learners; Child Caregivers; Questionnaires; Age Differences; Anxiety; Student Experience; Gender Differences; Generational Differences; Hyperactivity; Withdrawal (Psychology); Attention; Communication Skills; Language Usage; Statistical Analysis; Behavior Problems; Adjustment (to Environment); Hypothesis Testing; Correlation; Australia; Preschool Language Scale + Suchen Sie Ihr Suchwort? Interpersonale Kompetenz; Immigrant; Immigrantin; Immigranten; Kinderfürsorge; Kinderbetreuung; Frühe Kindheit; Ausland; Caregiver; Caregivers; Carer; Child; Children; Fragebogen; Age; Difference; Age difference; Altersunterschied; Angst; Studienerfahrung; Geschlechterkonflikt; Hyperaktivität; Rückzugsverhalten; Aufmerksamkeit; Kommunikationsstil; Sprachgebrauch; Statistische Analyse; Hypothesenprüfung; Hypothesentest; Korrelation; Australien
Abstract	This study aims to examine social competence of Chinese immigrant children and its associations with age, length of attendance in childcare, gender, generational status and proficiencies in English and Mandarin Chinese. One hundred Mandarin-speaking children aged three to five years from 15 childcare centres in Sydney were assessed by normed English and Mandarin tests. Childcare educators rated the children's social competence questionnaires. The results indicated that Chinese children performed well in social competence although the children aged three years had a higher anxiety level than the normative sample. Age, length of attendance in childcare, gender and generational status were associated with some subscales of the social competence measure. English level was associated negatively with hyperactivity, atypicality, withdrawal, somatisation and attention problems but positively with adaptability, social skills and functional communication. Mandarin level was associated positively with somatisation but negatively with withdrawal. Possible explanations of these associations are discussed with the literature. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01