Bildungseffekte vorschulischer Betreuung, Erziehung und Bildung für Migranten im deutschen Schulsystem

Becker, Rolf; Tremel, Patricia

doi:10.1007/978-3-531-93232-3_3

Cited by 9 publications

(3 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Apart from this, attending kindergarten can have a compensating effect on potential language deficits thus improving the educational opportunities of these children (Becker and Tremel, 2011). However, as mentioned above, due to previous migration-related losses and parents’ potential traumatizing experiences the transition to kindergarten can be a particularly painful experience for families with an immigrant background (Schaich, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…However, starting and adjusting successfully to the challenges imposed by kindergarten 6 can have a positive effect on the child’s development and future school success ( Seyda, 2009 ) and is therefore particularly important for children with an immigrant background who are still disadvantaged in German educational institutions ( Autorengruppe Bildungsberichterstattung, 2016 ). Apart from this, attending kindergarten can have a compensating effect on potential language deficits thus improving the educational opportunities of these children ( Becker and Tremel, 2011 ). However, as mentioned above, due to previous migration-related losses and parents’ potential traumatizing experiences the transition to kindergarten can be a particularly painful experience for families with an immigrant background ( Schaich, 2012 ).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Transition to Kindergarten: Negative Associations between the Emotional Availability in Mother–Child Relationships and Elevated Cortisol Levels in Children with an Immigrant Background

2017

View full text Add to dashboard Cite

Background: The transition to child care is a challenging time in a child’s life and leads to elevated levels of cortisol. These elevations may be influenced by the quality of the mother–child relationship. However, remarkably little is known about cortisol production in response to the beginning of child care among children-at-risk such as children with an immigrant background. However, attending kindergarten or any other child day-care institution can for example have a compensating effect on potential language deficits thus improving the educational opportunities of these children.Method: Data of a subsample of N = 24 “hard-to-reach” mother–child dyads was collected in the context of the psychoanalytic early prevention project FIRST STEPS. The project focuses on the earliest integration of children with an immigrant background by supporting parenting capacities in the critical phase of migration and early parenthood. Children’s hair cortisol concentration (HCC) was assessed 1 week before (mean age = 38.77 months) and 3 months after kindergarten entry (mean age = 42.26 months). Hair analysis was conducted for both times of measurement, reflecting the first 3 months after kindergarten entry and 3 months prior. Furthermore, the emotional quality of the mother–child relationship was assessed with the help of the Emotional Availability Scales (EAS; Biringen, 2008) shortly before kindergarten entry when the children were about 3 years old (mean age = 37.2).Results and Conclusion: Children’s mean cumulated HCC was higher after kindergarten entry than before. The increase correlated negatively with several dimensions of the EAS. Repeated measures ANCOVA revealed that particularly responsive children and children who had experienced less intrusive mother–child relationships demonstrated lower elevations in HCC after kindergarten entry. Furthermore, a decreased EA score was found in all EA dimensions, besides the dimension “mother’s non-hostility,” indicating problematic EA within the mother–child relationships of the sample. The results suggest that children with an immigrant background who experience more emotional available mother–child relationships seem to regulate stress induced by kindergarten entry more effectively, indicated by lower cortisol elevations after entry. This implicates that supporting early mother–child relationships by intervention may have a positive effect on the children’s ability to regulate stress induced by kindergarten entry thus promoting child development.

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Transition to Kindergarten: Negative Associations between the Emotional Availability in Mother–Child Relationships and Elevated Cortisol Levels in Children with an Immigrant Background

2017

View full text Add to dashboard Cite

show abstract

“…One goal of the German government is to raise participation of immigrant children, in particular given their high gains from attending preschool, for instance, in terms of language proficiency, school readiness and referral to upper secondary school (B. Becker, 2006;R. Becker & Tremel, 2011;Dustmann, Raute, & Schönberg, 2013).…”

Section: The Education System In Germanymentioning

confidence: 99%

Granting Birthright Citizenship - A Door Opener for Immigrant Children's Educational Participation and Success?

Felfe

Saurer

2014

SSRN Journal

View full text Add to dashboard Cite

Does granting birthright citizenship help immigrant children integrating in the host country's educational system? We address this question using a reform of the German naturalization law in 1999 that entitled children born after January 1, 2000 with birthright citizenship. We use a difference-in-difference design that compares children born shortly before and after the cut-off in years of policy change and years where no policy change took place. Our empirical analysis relies on administrative data from school entrance examinations and on the German Micro Census. We find positive effects on immigrant children's educational participation, both in non-mandatory preschool and upper secondary school. In addition, birthright citizenship enhances children's socio-behavioral development.JEL-Code: I210, K370.

show abstract

Once Upon a Time… The Gypsy Boy Turned 15 While Still in the First Grade

Stathopoulou

2017

ICME-13 Monographs

View full text Add to dashboard Cite

Bildungseffekte vorschulischer Betreuung, Erziehung und Bildung für Migranten im deutschen Schulsystem

Cited by 9 publications

References 12 publications

Transition to Kindergarten: Negative Associations between the Emotional Availability in Mother–Child Relationships and Elevated Cortisol Levels in Children with an Immigrant Background

Transition to Kindergarten: Negative Associations between the Emotional Availability in Mother–Child Relationships and Elevated Cortisol Levels in Children with an Immigrant Background

Granting Birthright Citizenship - A Door Opener for Immigrant Children's Educational Participation and Success?

Once Upon a Time… The Gypsy Boy Turned 15 While Still in the First Grade

Contact Info

Product

Resources

About