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Originalarbeit

Sozio-emotionale Kompetenzen mehrsprachiger Kindergartenkinder und deren Wechselwirkungen mit den Sprachleistungen im Deutschen

Published Online:https://doi.org/10.1026/0049-8637/a000207

Zusammenfassung. Gegenstand des vorliegenden Beitrags sind die bislang kaum betrachteten sozio-emotionalen Kompetenzen mehrsprachiger Kindergartenkinder und deren reziproke Beziehungen mit den sprachlichen Kompetenzen im Deutschen. Unter Heranziehung längsschnittlicher Daten (N = 216) konnte in dieser Untersuchung gezeigt werden, dass die mehrsprachigen Kinder als Gruppe über altersangemessene sozio-emotionale Kompetenzen verfügen und diese im Zusammenhang mit den sprachlichen Leistungen der Kinder (r = .18- .27, p ≤ .001) stehen. Eine Cross-lagged-panel-Analyse ergab ferner, dass frühe sozio-emotionale Kompetenzen den Zuwachs an Sprachkompetenzen nach einem Jahr prädizieren (ß = .08, p ≤ .05), allerdings der frühe Wortschatz nicht zur Vorhersage späterer sozio-emotionaler Kompetenzen beiträgt. Diese Befunde weisen auf einen unidirektionalen Zusammenhang in der frühen Kindheit hin. Abschließend werden Implikationen für zukünftige Forschung und pädagogische Praxis diskutiert.


Socio-Emotional Competencies of Preschool Dual Language Learners and Their Interplay with (Second) Language Competencies in German

Abstract. This paper examines the socio-emotional competencies of young dual language learners and their bidirectional associations with language competencies in German. Using a longitudinal data set (N = 216), it could be shown that the sample consists of children with age-appropriate socio-emotional competencies and that these are related to children’s vocabulary skills in German (r = .18- .27, p.001). Moreover, cross-lagged-panel analysis provided support for early socio-emotional competencies serving as an indicator of gains in later language skills (ß = .08, p ≤ .05), rather than effects of early vocabulary skills on later socio-emotional skills. Our results suggest unidirectional relations in the early childhood period. Implications for further research and educational practice are discussed.

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