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Refugee Children's Early Development during Attendance of Specialized Preschool Programs and Transition into First Grade in Germany
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Busch, J.; Cabrera, N.; Ialuna, F.; Buchmüller, T.; Leyendecker, B. – Early Education and Development, 2022
Research Findings: We assessed socio-emotional behavior, nonverbal reasoning, German receptive language, and motor skills of refugee children attending early childhood development [ECD] programs and of those who did not (N = 207, mean age = 69.4 months). Young refugee children overall demonstrated lower levels of development and more…
Descriptors: Foreign Countries, Refugees, Preschool Children, Preschool Education
Teachers' Perceptions of Their Classroom Experiences in Kindergartens Serving Low SES Families: Associations with Global Classroom Quality
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Dolev, Smadar; Sher-Censor, Efrat; Tal, Leah – Early Education and Development, 2021
Research Findings: This study focused on kindergartens serving low SES families and examined the associations between teachers' perceptions of their teaching experiences in their classroom and observed global classroom quality. Forty teachers and their classrooms participated. Teachers' perceptions of their teaching experiences in the classroom…
Descriptors: Kindergarten, Preschool Teachers, Teacher Attitudes, Beliefs
Language Abilities and Peer Rejection in Kindergarten: A Mediation Analysis
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van der Wilt, Femke; van der Veen, Chiel; van Kruistum, Claudia; van Oers, Bert – Early Education and Development, 2020
Rejection by peers has devastating effects on children's social-cognitive development. As language difficulties have been found to be one of the underlying causes of peer rejection, the present study focused on the relation between these two variables. Specifically, this study was the first to test a hypothesized model connecting children's level…
Descriptors: Language Skills, Preschool Children, Vocabulary Development, Receptive Language
Gender Differences in Social Mastery Motivation and Its Relationships to Vocabulary Knowledge, Behavioral Self-Regulation, and Socioemotional Skills
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Fung, Wing-kai; Chung, Kevin Kien-hoa; Cheng, Rebecca Wing-yi – Early Education and Development, 2019
The present study investigated gender differences in social mastery motivation, vocabulary knowledge, behavioral self-regulation, and socioemotional skills and examined the relationships among this knowledge and these skills by gender. Participants were 134 Chinese children (68 boys, M age = 3.80; 66 girls, M age = 3.89) and their parents…
Descriptors: Foreign Countries, Gender Differences, Interpersonal Competence, Social Behavior
The Transition from Early Child Care to Preschool: Emerging Toddler Skills and Readiness for Group-Based Learning
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Goodrich, Samantha; Mudrick, Hannah; Robinson, JoAnn – Early Education and Development, 2015
Research Findings: National policy today is on the brink of defining preschool experiences as essential for children's academic success. Indeed, many children's classroom experience begins as they transition from infant/toddler care to a preschool classroom. This study examined developmentally relevant skill domains among 36-month-olds (effortful…
Descriptors: Toddlers, Preschool Children, Preschool Education, School Readiness
High-Quality Preschool: The Socioeconomic Composition of Preschool Classrooms and Children's Learning
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Reid, Jeanne L.; Ready, Douglas D. – Early Education and Development, 2013
Research Findings: As policymakers expand access to preschool, the sociodemographic composition of preschool classrooms will become increasingly important. These efforts may create programs that increase the concentration of children from low-income families or, alternatively, foster the creation of socioeconomically diverse preschool classrooms.…
Descriptors: Preschool Education, Educational Quality, Socioeconomic Influences, Correlation