Educational inequality is a well-established topic among the scientific community in Western countries. Major individual differences emerge well before children arrive at school. Therefore the following analysis deals with the explanation of early differences in cognitive outcomes. However, there is not much research done in Germany. The main question is if the strong effect of the educational background and the home environment on their outcomes and on the improvement exists as well. To test this, data of the project "Preschool Education and Educational Careers among Migrant Children" was used. The results of structural equation models confirm that the home environment and the education of the parents are important for children's outcomes at the age of 3 to 4. In addition both factors also play a major role for the explanation of the improvement of the cognitive abilities. The results show that in Germany the home environment and parental education are important predictors of cognitive abilities. As a main result the study shows that it is very important to control for earlier abilities of the children and to encourage low educated parents to be active with their children, since in that way they can compensate for their lower educational background.
A lot of research has been devoted to explaining immigrants' acquisition of the language of the receiving country. However, less attention has been paid to explaining the acquisition of the heritage language among children of immigrants. The most important determinant for young children is exposure to the language. Language exposure can occur in various contexts, such as within the family, during preschool, through peers or via media. Our empirical analysis therefore explores which of these contexts is most statistically significant for the acquisition of the heritage language among children of Turkish immigrants. Using data from the project Preschool Education and Educational Careers among Migrant Children, we show that all contexts are important at different age levels but the acquisition of the heritage language is mainly determined by the exposure to it within the family.
The development of cognitive, language, and cultural skills from age 3 to 6: a comparison between children of Turkish origin and children of native-born German parents and the role of immigrant parents' acculturation to the receiving society.
Zusammenfassung: Ziel des vorliegenden Beitrags ist die Erklärung ethnischer Bildungsungleichheit zu Schulbeginn am Beispiel der Schulfähigkeit, wobei besonders auf den Kindergartenbesuch als Erklärungsfaktor fokussiert wird. Es wird angenommen, dass der Start der Schulkarriere durch die in der Vorschulzeit erworbenen Kompetenzen der Kinder geprägt wird. Mit den Daten der Osnabrücker Schuleingangsuntersuchung der Jahrgänge 2000 bis 2005 lassen sich ethnische Unterschiede am Ende der Vorschulzeit nachweisen. Diese bleiben auch bei Kontrolle des Familienhintergrunds bestehen. Unter Berücksichtigung der Kindergartenbesuchsdauer wird der Effekt der ethnischen Herkunft auf die Schulfähigkeit reduziert und verschwindet vollständig bei zusätzlicher Kontrolle der kognitiven und sprachlichen Kompetenzen. Weitergehende Analysen zeigen, dass der Kindergartenbesuch sowohl direkt als auch indirekt (über die kognitiven und sprachlichen Kompetenzen) auf die Schulfähigkeit wirkt. Die Ergebnisse stellen die zentrale Bedeutung des Kindergartenbesuchs im Rahmen der vorschulischen Bildung heraus.
Zusammenfassung: Ziel des beitrages ist es, frühe ethnische unterschiede in der entwicklung von Kindern zu erklären. die grundlage für die ungleichheit zwischen Kindern mit und ohne Migrationshintergrund wird schon im Vorschulalter gelegt. Zur erklärung der differenzen wird auf ein integriertes Ressourcen-Investitions-Modell zurückgegriffen. der beitrag geht der Frage nach, wie der Einfluss der ethnischen Herkunft durch die soziale Herkunft und die Investitionen der eltern vermittelt wird. Auf der grundlage von daten zu 1046 Kindergartenkindern und deren eltern lassen sich ethnische unterschiede in der frühen entwicklung feststellen. die ethnischen nachteile bleiben auch bei Kontrolle der sozioökonomischen herkunft bestehen, verschwinden jedoch bei einer zusätzlichen Kontrolle der Investitionen. Somit zeigt sich, dass neben den familialen Ressourcen auch die bewussten oder unbewussten Investitionen der eltern in anregungsreiche Aktivitäten die Entwicklung der Kinder positiv beeinflussen und die ethnischen Unterschiede erklären können. Weitergehende Analysen zeigen, dass bei deutschen Kindern vor allem der sozioökonomische hintergrund, bei türkischen Kindern vor allem die Investitionen der eltern einen entscheidenden Einfluss auf deren Entwicklung ausüben.Schlüsselwörter: ethnische unterschiede · Ressourcen · Investitionen · entwicklung · häusliche Aktivitäten Abstract: The basis of ethnic inequality is set during preschool age. This article aims to explain developmental ethnical differences by using a resource-investment-model. The question is, wether the influence of the ethnic origin could be mediated by the social background and parental investments. The project "Preschool education and educational careers among migrant families" supplied data on 1046 families. The analyses clearly show ethnic differences in early development. bJS (die vorliegende Arbeit entstand im Rahmen des Projekts "erwerb von sprachlichen und kulturellen Kompetenzen von Migrantenkindern in der Vorschulzeit", das von der deutschen Forschungsgemeinschaft gefördert wird (gZ: eS 41/19-1). der dFg gilt daher mein dank für die finanzielle Unterstützung. Außerdem danke ich Birgit Becker, Jörg Dollmann, Hartmut Esser, Tanja Mangold, barbara Schaan und den anonymen gutachtern für die hilfreichen Kommentare zu einer früheren Version dieses Papiers. n. biedinger () Mannheimer Zentrum für europäische Sozialforschung (MZeS), universität Mannheim 68131 Mannheim, deutschland e-Mail: nicole.biedinger@mzes.uni-mannheim.de 269 Der Einfluss von elterlichen Investitionen …These differences persist even after controlling for the socioeconomic background, but disappear after controlling for the investments of the parents. Therefore, the family background and the investment of parents in their children's home environment improve the developmental score of the child and explain the observed ethnic differences. Additional analyses show that among german children the social background is even more important than among Turkish children. The differential developmen...
International research on educational inequality consistently reports the existence of ethnic differences in school achievement. The paper explores as a prior stage early cognitive differences between 3-to 4-year-old natives and immigrants in Germany and tests whether ethnic differences in cognitive outcomes can be essentially explained by the parents' social background and the home environment of the children. It is assumed that children's later educational success depends on their abilities at preschool age. The acquisition of these abilities is determined particularly by the family, the children's home environment and through institutional care. The data of a German project "Preschool education and educational careers among migrant children" reveal the existence of inequality in cognitive scores between natives and Turkish children. These differences cannot be explained by controlling for the social background of the families, nor by the home environment. A main result of the analyses shows that both factors are important.
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