Kognitive Entwicklungsrisiken bei zweisprachig aufwachsenden Kindern mit Migrationshintergrund im Vorschulalter

Abstract

Kognitive Entwicklungsrisiken bei zweisprachig aufwachsenden Kindern mit Migrationshintergrund im VorschulalterPraxis der Kinderpsychologie und Kinderpsychiatrie 60 (2011) Summary Cognitive Development and Risk Factors in Bilingual Pre-school Children from an Immigrant BackgroundA sample of N = 126 preschool children ages 57 to 72 months were examined to explore whether bilingual children from an immigrant background have a higher risk of developing specific developmental problems of educational ability and whether specific precursors could be identified. 63 children with bilingualism and immigrant background were compared to 63 controls matched for age, sex and length of stay in kindergarten. All children were tested with the BASIC-Preschool, a screening tool which assesses specific and non-specific precursors of school problems. Significantly higher risks for developing specific educational problems were found for children growing up bilingually. The subgroup of children with a Turkish background showed the poorest results. Not only language-based subtests of the BASIC-Preschool, but numeracy and visual spatial subtests were affected as language is necessary to understand and/or solve the tasks. For children with immigration background a differentiated analysis of individual resources and risk factors including the consideration of their primary language is required and no universal interventions can be recommended.

Intellectual function evaluation of first generation immigrant children with sickle cell disease: the role of language and sociodemographic factors

“…Bilingual or multilingual immigrant children with SCD represent a population in which the evaluation of cognitive impairment represents a challenge. Bilingualism itself represents a risk for developing specific educational problems [15] and failing in standardized intellectual function test [16]. …”