Influences of an Academically Oriented Preschool Curriculum on the Development of Children--Are There Negative Consequences for the Children's Socio-Emotional Competencies?

Autor/inn/en	Kluczniok, Katharina; Anders, Yvonne; Sechtig, Jutta; Rossbach, Hans-Guenther
Titel	Influences of an Academically Oriented Preschool Curriculum on the Development of Children--Are There Negative Consequences for the Children's Socio-Emotional Competencies?
Quelle	In: Early Child Development and Care, 186 (2016) 1, S.117-139 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2014.924512
Schlagwörter	Preschool Education; Academic Education; Social Development; Emotional Development; Educational Quality; Foreign Countries; Academic Achievement; Cognitive Development; Program Evaluation; Outcomes of Education; Child Development; Well Being; Predictor Variables; Family Characteristics; Preschool Children; Longitudinal Studies; Quasiexperimental Design; Interviews; Questionnaires; Statistical Analysis; Multivariate Analysis; Germany + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Akademische Bildung; Soziale Entwicklung; Gefühlsbildung; Quality of education; Bildungsqualität; Ausland; Schulleistung; Kognitive Entwicklung; Programme evaluation; Programmevaluation; Lernleistung; Schulerfolg; Kindesentwicklung; Well-being; Wellness; Wohlbefinden; Prädiktor; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Interviewing; Interviewtechnik; Fragebogen; Statistische Analyse; Multivariate Analyse; Deutschland
Abstract	As a result of public discussions regarding Germany's standing on international rankings of student achievement, increased attention was focused on enhancing cognitive stimulation in preschools. There are some concerns that preschool curricula that focus more on cognitive stimulation rather than on socio-emotional skills might neglect the socio-emotional development of children. These concerns are rooted in the tradition of German preschools focussing more on the stimulation of social than of cognitive skills. This paper examines these claims by drawing on the German preschool programme "KiDZ" in order to analyse the socio-emotional development (well-being, joy of learning, and worry) of children attending a preschool with a more academically oriented curriculum. This study also investigates effects of domain-specific preschool quality and if any effects of participation in KiDZ might be explained by the quality of the preschools. Positive effects of the children's participation in KiDZ are found and will be discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01