Abstract
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.
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.
Literatur
Hrsg.). (2018). Bildung in Deutschland 2018. Ein indikatorgestützter Bericht mit einer Analyse zu Wirkung und Erträgen von Bildung. Bielefeld: Bertelsmann. https://doi.org/10.3278/6001820fw
(2010). A systematic review and meta-analysis of the cognitive correlates of bilingualism. Review of Educational Research, 80, 207 – 245. https://doi.org/10.3102/0034654310368803
(2014). The cognitive development of young dual language learners: A critical review. Early Childhood Research Quarterly, 29, 699 – 714. https://doi.org/10.1016/j.ecresq.2014.02.003
(2001). Fourteen-year follow-up of speech/language-impaired and control children: Psychiatric outcome. Journal of the American Academy of Child & Adolescent Psychiatry, 40, 75 – 82. https://doi.org/10.1097/00004583-200101000-00019
(2010). Receptive vocabulary differences in monolingual and bilingual children. Bilingualism: Language and Cognition, 13, 525 – 531. https://doi.org/10.1017/S1366728909990423
(2008). Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure. Development and Psychopathology, 20, 899 – 911. https://doi.org/10.1017/S0954579408000436
(2015). Bidirectionality in self-regulation and expressive vocabulary: Comparisons between monolingual and dual language learners in preschool. Child Development, 86, 1094 – 1111. https://doi.org/10.1111/cdev.12375
(2018). The relationship between input factors and early lexical knowledge in Turkish-German children. International Journal of Bilingual Education and Bilingualism, 1, 1 – 16. https://doi.org/10.1080/13670050.2018.1543647
(2011). Deutsch als Zweitsprache. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 43, 118 – 132. https://doi.org/10.1026/0049-8637/a000046
(2003). The relationship between psychological understanding and positive social behaviors. Social Development, 12, 198 – 221. https://doi.org/10.1111/1467-9507.00229
(2007). Early childcare and the school readiness of children from Mexican immigrant families. International Migration Review, 41, 152 – 181. https://doi.org/10.1111/j.1747-7379.2007.00060.x
(2010). Child development: A practitioner’s guide (3rd ed.). New York, NY: The Guilford Press.
(2008). The impact of language status as an acculturative stressor on internalizing and externalizing behaviors among Latino/a children: A longitudinal analysis from school entry through third grade. Journal of Youth and Adolescence, 37, 399 – 411. https://doi.org/10.1007/s10964-007-9233-z
(2011). Relation between language experiences in preschool classrooms and children’s kindergarten and fourth‐grade language and reading abilities. Child Development, 82, 870 – 886. https://doi.org/10.1111/j.1467-8624.2011.01576.x
(2001).
(The nature and impact of early childhood care environments on the language and early literacy development of children from low-income families . In S.B. NeumanD.K. Dickinson (Eds.), Handbook of Early Literacy Research (Vol.1, pp. 263 – 280). New York, NY: Guilford Publications.2008). Sprachlich-kognitive Kompetenzen beim Eintritt in den Kindergarten. Ein Vergleich von Kindern mit und ohne Migrationshintergrund. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 40, 124 – 134. https://doi.org/10.1026/0049-8637.40.3.124
(2007). Peabody Picture Vocabulary Test: PPVT-4 (4th ed.). Minneapolis, MN: NCS Pearson.
(2001). The relative performance of full information maximum likelihood estimation for missing data in structural equation models. Structural Equation Modeling, 8, 430 – 457. https://doi.org/10.1207/S15328007SEM0803_5
(2012). Bilingualism enriches the poor: Enhanced cognitive control in low-income minority children. Psychological Science, 23, 1364 – 1371. https://doi.org/10.1177/0956797612443836
(2005). Effects of internal displacement and resettlement on the mental health of turkish children and adolescents. European Psychiatry, 20, 152 – 157. https://doi.org/10.1016/j.eurpsy.2004.09.033
(2018). Dual language competencies of Turkish–German children growing up in Germany: Factors supportive of functioning dual language development. Frontiers in Psychology, 9, 2261. https://doi.org/10.3389/fpsyg.2018.02261
(2016). Die IMKi-Studie. Bericht zur Stichprobe und Methodik. Verfügbar unter: http://edoc.ku-eichstaett.de/18789/1/Methodenbericht_IMKi.pdf
(2014). Longitudinal associations between executive functioning and academic skills across content areas. Developmental Psychology, 50, 1698 – 1709. https://doi.org/10.1037/a0036633
(2019). Bilingual children adapt to the needs of their communication partners, monolinguals do not. Child Development, 90, 98 – 107. https://doi.org/10.1111/cdev.13190
(1996). Internationally comparable measures of occupational status for the 1988 International Standard Classification of Occupations. Social Science Research, 25, 201 – 239. https://doi.org/10.1006/ssre.1996.0010
(1992). Parent-teacher agreement on kindergarteners’ behavior problems: A research note. Journal of Child Psychology and Psychiatry, 33, 1255 – 1261. https://doi.org/10.1111/j.1469-7610.1992.tb00944.x
(2002). Responsiveness of child care providers in interactions with toddlers and preschoolers. Language, Speech, and Hearing Services in Schools, 33, 268 – 281. https://doi.org/10.1044/0161-1461(2002/022)
(2014). Early development of emerging and English-proficient bilingual children at school entry in an Australian population cohort. International Journal of Behavioral Development, 38, 42 – 51. https://doi.org/10.1177/0165025413505945
(1997). The strengths and difficulties questionnaire: A research note. Journal of Child Psychology and Psychiatry, 38, 581 – 586. https://doi.org/10.1111/j.1469-7610.1997.tb01545.x
(2005). Strengths and Difficulties Questionnaire. Information for researchers and professionals about the Strengths & Difficulties Questionnaires. Verfügbar unter: http://www.sdqinfo.org/py/sdqinfo/b3.py?language=German
(2016). Associations between child home language, gender, bilingualism and school readiness: a population-based study. Early Childhood Research Quarterly, 35, 95 – 110. https://doi.org/10.1016/j.ecresq.2015.11.003
(2011). Effects of peer relationships and gender on Turkish children’s language skills. Social Behavior and Personality: An International Journal, 39, 979 – 992. https://doi.org/10.2224/sbp.2011.39.7.979
(2013). A study of social–emotional adjustment levels of preschool children in relation to peer relationships. Education, 41, 514 – 522. https://doi.org/10.1080/03004279.2011.609827
(2016). Associations between problem behaviors and early vocabulary skills among Hispanic dual-language learners in pre-K. Topics in Early Childhood Special Education, 36, 91 – 102. https://doi.org/10.1177/0271121415599663
(2012). Predictors and outcomes of early versus later English language proficiency among English language learners. Early Childhood Research Quarterly, 27, 1 – 20. https://doi.org/10.1016/j.ecresq.2011.07.004
(2014). The social-emotional development of dual language learners: Looking back at existing research and moving forward with purpose. Early Childhood Research Quarterly, 29, 734 – 749. https://doi.org/10.1016/j.ecresq.2013.12.002
(2014). The language and literacy development of young dual language learners: A critical review. Early Childhood Research Quarterly, 29, 715 – 733. https://doi.org/10.1016/j.ecresq.2014.05.008
(2004). Peer relations in childhood. Journal of Child Psychology and Psychiatry, 45, 84 – 108. https://doi.org/10.1046/j.0021-9630.2003.00308.x
(2007). Verhaltensauffälligkeiten bei Kindern und Jugendlichen. Erste Ergebnisse aus dem Kinder- und Jugendgesundheitssurvey (KiGGS). Bundesgesundheitsblatt Gesundheitsforschung Gesundheitsschutz, 50, 784 – 793. https://doi.org/10.1007/s00103-007-0241-7
(2015). Family and individual factors associated with Turkish immigrant and German children’s and adolescents’ mental health. Journal of Child and Family Studies, 24, 1097 – 1105. https://doi.org/10.1007/s10826-014-9918-3
(2014). Limited English proficiency and socioemotional well-being among Asian and Hispanic children from immigrant families. Early Education and Development, 25, 915 – 931. https://doi.org/10.1080/10409289.2014.883664
(2005). AWST-R: Aktiver Wortschatztest für 3- bis 5-jährige Kinder. Göttingen: Hogrefe.
(2015). Schlüsselfaktor Elterliche Beteiligung: warum Lehrkräfte türkischstämmige und deutsche Kinder aus belasteten Familien häufig als verhaltensauffällig einstufen. Zeitschrift für Familienforschung, 27, 69 – 83. https://doi.org/10.3224/zff.v27i2.20076
(2014). Emotional and behavioral problems in migrant children and adolescents in Europe: A systematic review. European Child & Adolescent Psychiatry, 23, 373 – 391. https://doi.org/10.1007/s00787-013-0485-8
(2018). Entwicklung von Dispositionen pädagogischer Fachkräfte in Kindertageseinrichtungen durch eine In-House Weiterbildung. Zeitschrift Diskurs Kindheits- und Jugendforschung, 13, 403 – 416. https://doi.org/10.3224/diskurs.v13i4.02
(2015). Peabody Picture Vocabulary Test (PPVT-4). Frankfurt a. M.: Pearson Clinical Assessment.
(2017). Exposure to multiple languages enhances communication skills in infancy. Developmental Science, 20,
(e12420 . https://doi.org/10.1111/desc.124202012). Effortful control, executive functions, and education: Bringing self-regulatory and social–emotional competencies to the table. Child Development Perspectives, 6, 105 – 111. https://doi.org/10.1111/j.1750-8606.2011.00196.x
(2007). Umgang mit fehlenden Werten in der psychologischen Forschung. Psychologische Rundschau, 58, 103 – 117. https://doi.org/10.1026/0033-3042.58.2.103
(2012). Self-regulation in early childhood: Improving conceptual clarity and developing ecologically valid measures. Child Development Perspectives, 6, 136 – 142. https://doi.org/10.1111/j.1750-8606.2011.00191.x
(2015).
(Zusammenhang zwischen Sprachentwicklung und emotionaler Entwicklung . In S. Sachse (Hrsg.), Handbuch Spracherwerb und Sprachentwicklungsstörungen. Kleinkindphase (S. 63 – 77). München: Elsevier.1998 – 2012). Mplus Version 7 User’s Guide. Los Angeles, CA: Muthén & Muthén.
(1995). Technical aspects of Muthén’s LISCOMP approach to estimation of latent variable relations with a comprehensive measurement model. Psychometrika, 60, 489 – 503. https://doi.org/10.1007/BF02294325
(1999). Anwendbarkeit der Child Behavior Checklist bei entwicklungsgestörten Kindern. Zeitschrift für Kinder- und Jugendpsychiatrie, 27, 183 – 188. https://doi.org/10.1024//1422-4917.27.3.183
(2016). PISA 2015 results: Excellence and equity in education (Volume I). Paris: OECD. https://doi.org/10.1787/9789264266490-en
(2009). A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. Developmental Psychology, 45, 605 – 619. https://doi.org/10.1037/a0015365
(2017). The relationship between first language (L1) and second language (L2) lexical development in young Turkish-German children. International Journal of Bilingual Education and Bilingualism, 20, 218 – 233. https://doi.org/10.1080/13670050.2016.1179260
(2013). Longitudinal relations among language skills, anger expression, and regulatory strategies in early childhood. Child Development, 84, 891 – 905. https://doi.org/10.1111/cdev.12027
(2016). Zusammenspiel sprachlicher und sozial-emotionaler Entwicklung vom vierten bis zum achten Lebensjahr. Frühe Bildung, 5, 66 – 72. https://doi.org/10.1026/2191-9186/a000254
(2018). Long-term relations between children’s language, the home literacy environment, and socioemotional development from ages 3 to 8. Early Education and Development, 29, 342 – 356. https://doi.org/10.1080/10409289.2017.1409096
(2009).
(Social-Emotional Competence in Early Childhood . In K. H. RubiW. M. BukowskiB. Laursen (Eds.), Handbook of Peer Interactions, Relationships, and Groups (pp. 162 – 179). New York, NY: Guilford Press.1995). Emotionality, emotion regulation, and preschoolers’ social adaptation. Development and Psychopathology, 7, 49 – 62. https://doi.org/10.1017/S0954579400006337
(2018). Developmental associations between bilingual experience and inhibitory control trajectories in Head Start children. Developmental Science, 21,
(e12624 . https://doi.org/10.1111/desc.126242010). Verhaltensauffälligkeiten und Lebensqualität bei Kindern im Vorschulalter und deren Mütter. Zeitschrift für Gesundheitspsychologie, 18, 119 – 129. https://doi.org/10.1026/0943-8149/a000020
(2014). BIKO-Screening zur Entwicklung von Basiskompetenzen für 3- bis 6-Jährige. Göttingen: Hogrefe.
(1999). Neuropsychological characteristics and test behaviors of boys with early onset conduct problems. Journal of Abnormal Psychology, 108, 315 – 325. https://doi.org/10.1037/0021-843X.108.2.315
(2011). A longitudinal study of behavioral, emotional and social difficulties in individuals with a history of specific language impairment (SLI). Journal of Communication Disorders, 44, 186 – 199. https://doi.org/10.1016/j.jcomdis.2010.09.004
(2008). Mental health in migrant children. Journal of Child Psychology and Psychiatry, 49, 276 – 294. https://doi.org/10.1111/j.1469-7610.2007.01848.x
(2016). Language competence and social preference in childhood. European Psychologist, 21, 167 – 179. https://doi.org/10.1027/1016-9040/a000262
(2007). Prävalenz von Verhaltens- und Entwicklungsauffälligkeiten im Vorschulalter. Ergebnisse einer Erhebung in Kindergärten eines Landkreises. Kindheit und Entwicklung, 16, 171 – 179. https://doi.org/10.1026/0942-5403.16.3.171
(2007). Narrative and vocabulary development of bilingual children from kindergarten to first grade: Developmental changes and associations among English and Spanish skills. Language, Speech, and Hearing Services in Schools, 38, 225 – 236. https://doi.org/10.1044/0161-1461(2007/024)
(2010). Immigrant children’s peer acceptance and victimization in kindergarten: The role of local language competence. British Journal of Developmental Psychology, 28, 679 – 697. https://doi.org/10.1348/026151009X470582
(2015). Self-regulation, language skills, and emotion knowledge in young children from Northern Germany. Early Education and Development, 26, 792 – 806. https://doi.org/10.1080/10409289.2015.994465
(2017).
(Verlaufsmerkmale und Wirkfaktoren der frühen kognitiv-sprachlichen Entwicklung – Ergebnisse aus der BiKS-3 – 10 Studie . In V. MalF. VoigtN. H. Jung (Hrsg.), Entwicklungsstörungen und chronische Erkrankungen: Diagnose, Behandlungsplanung und Familienbegleitung (S. 13 – 33). Lübeck: Schmid-Römhild Verlag.2014). Socio-emotional skills, behavior problems, and Spanish competence predict the acquisition of English among English language learners in poverty. Developmental Psychology, 50, 2242 – 2254. https://doi.org/10.1037/a0037161
(2002). Normierung und Evaluation der deutschen Elternversion des Strengths and Difficulties Questionnaire (SDQ): Ergebnisse einer repräsentativen Felderhebung. Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie, 30, 105 – 112. https://doi.org/10.1024//1422-4917.30.2.105
(