Classroom Quality, Classroom Composition, and Age at Entry: Experiences in Early Childhood Education and Care and Single and Dual Language Learners' German Vocabulary

Autor/inn/en	Kohl, Katharina; Willard, Jessica A.; Agache, Alexandru; Bihler, Lilly-Marlen; Leyendecker, Birgit
Titel	Classroom Quality, Classroom Composition, and Age at Entry: Experiences in Early Childhood Education and Care and Single and Dual Language Learners' German Vocabulary
Quelle	In: AERA Open, 5 (2019) 1, (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kohl, Katharina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	German; Vocabulary Development; Early Childhood Education; Child Care; Second Language Learning; Bilingualism; Prediction; Educational Quality; Classroom Environment; Foreign Countries; Immigrants; Intelligence Tests; Verbal Ability; Student Characteristics; Cultural Background; Teacher Student Ratio; Language Skills; Outcomes of Education; Germany; Classroom Assessment Scoring System; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Deutscher; Wortschatzarbeit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Zweitsprachenerwerb; Bilingualismus; Vorhersage; Quality of education; Bildungsqualität; Klassenklima; Unterrichtsklima; Ausland; Immigrant; Immigrantin; Immigranten; Intelligence test; Intelligenztest; Mündliche Leistung; Lehrer-Schüler-Relation; Language skill; Sprachkompetenz; Lernleistung; Schulerfolg; Deutschland
Abstract	We examined independent and interactive links among three central characteristics of children's experiences in early childhood education and care and the German receptive vocabulary of single language learners and dual language learners (DLLs). We allowed for possible differential effects depending on children's language background. Our sample included 2,231 children (n = 1,555 single language learners, n = 371 DLLs from families in which German was frequently spoken, n = 305 DLLs from families in which German was less frequently spoken). Children attended 177 classrooms in 95 early childhood education and care centers and were 30 to 80 months old. We found that classroom process quality predicted German vocabulary only for DLLs with low exposure to German in the family. An earlier age at entry was linked to a larger German vocabulary for all children, but the link was stronger for DLLs from families with low exposure to German. Classroom composition did not predict German vocabulary. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01