The Role of Ethnic Differences, Structural Background and Process Characteristics in the Family in Preschool Children's Language Proficiency

Autor/inn/en	Loboda, Liudmila; Vogelbacher, Markus; Gawlitzek, Ira
Titel	The Role of Ethnic Differences, Structural Background and Process Characteristics in the Family in Preschool Children's Language Proficiency
Quelle	In: Journal of Multilingual and Multicultural Development, 38 (2017) 6, S.558-572 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2016.1216555
Schlagwörter	Ethnicity; Family Characteristics; Preschool Children; Language Proficiency; Parenting Styles; Foreign Countries; Socioeconomic Status; Kindergarten; German; Structural Equation Models; Multiple Regression Analysis; Migration; Regression (Statistics); Germany + Suchen Sie Ihr Suchwort? Ethnizität; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Language skill; Language skills; Sprachkompetenz; Ausland; Socio-economic status; Sozioökonomischer Status; Deutscher; Regression; Regressionsanalyse; Deutschland
Abstract	Whereas recent research has shown a positive correlation between stimulating family activities and children's skills, little is known about the mediating role of the parenting style in the effect of the familial socioeconomic status (SES) and the influence of the family language on children's language proficiency. Our aim is to investigate the impact of structural and process characteristics in the family on children's language proficiency. Our sample comprises 314 six-year-old children with and without a migration background. The results of a path analysis via multiple linear regressions reveal parenting style as a mediator of family structural background. Structural equation models demonstrate that in native German families the SES explains children's verbal skills, whereas in migrant families stimulating activities are more important. Furthermore, parenting style influences verbal skills independently of the family language. This is of methodological relevance as in operationalisations parenting style is often insufficiently differentiated from stimulating activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01