Immigrant and Nonimmigrant Children's Social Interactions and Peer Responses in Mainstream Preschool Classrooms

Autor/inn/en	Neitzel, Carin; Drennan, Kelley; Fouts, Hillary N.
Titel	Immigrant and Nonimmigrant Children's Social Interactions and Peer Responses in Mainstream Preschool Classrooms
Quelle	In: Journal of Educational Research, 112 (2019) 1, S.46-60 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Neitzel, Carin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2018.1437529
Schlagwörter	Immigrants; Peer Relationship; English Language Learners; Preschool Children; Speech Communication; Comparative Analysis; Peer Acceptance; Social Status; Educational Practices; Classroom Environment; Social Behavior; Rejection (Psychology); Social Development + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Peer-Beziehungen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sozialer Status; Bildungspraxis; Klassenklima; Unterrichtsklima; Social behaviour; Soziales Verhalten; Ablehnung; Soziale Entwicklung
Abstract	The authors examined the social practices and outcomes of 23 immigrant and 16 nonimmigrant preschoolers in English only preschool classrooms. In both classrooms, the majority of the children (nearly two thirds) were immigrant, English language learners. The children's social attempts, social strategies, speech functions, and degree of social success were observed and comparisons were made between nonimmigrant and immigrant peers. There were similarities between groups in their social engagement and social construction strategies; there were differences in social roles, social language functions, and types of social construction strategies. There also were significant differences in the social success of the two groups. Immigrant children experienced rejection of their social bids more than their preschool peers did. Immigrant children also were less likely to be leaders and seemed positioned in a lower social status among their peers did. These results are discussed along with implications for educational practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01