Classroom Quality, Classroom Composition, and Age at Entry: Experiences in Early Childhood Education and Care and Single and Dual Language Learners’ German Vocabulary

Kohl, Katharina; Willard, Jessica A.; Agache, Alexandru; Bihler, Lilly-Marlen; Leyendecker, Birgit

doi:10.1177/2332858419832513

Cited by 11 publications

(11 citation statements)

References 66 publications

(94 reference statements)

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“…This finding is noteworthy as it shows that factors associated with DLLs’ preschool environments may potentially explain some of the differences in majority language skills not only in the initial status but also in growth rates over time. Previous research from the German ECE context based on cross‐sectional data found positive associations between levels of DLLs’ German vocabulary skills and classroom process quality (Kohl et al., 2019; Willard et al., 2019). Analyses of longitudinal data, on the other hand, did not reveal differential quality effects for DLLs in German preschools (Ebert et al., 2013; Schmerse et al., 2018).…”

Section: Discussionmentioning

confidence: 94%

“…Given that the benefits of ECE participation for language outcomes may only be effective at comparatively highquality levels (Zaslow et al, 2016), disparities in access to higher quality preschools limit their potential impact for DLLs. At the same time, it is well established that for DLLs entering preschool early has stronger positive effects on their majority language outcomes by school-age compared to monolingual children, even when controlling for classroom quality (Ebert et al, 2013;Ertanir, Kratzmann, Frank, Jahreiss, & Sachse, 2018;Kohl, Willard, Agache, Bihler, & Leyendecker, 2019;Yazejian et al, 2015). DLLs who attend ECE earlier may also experience larger long-term academic benefits (OECD, 2016).…”

Section: Effects Of Preschool Experiences On Dlls' Language Developmentmentioning

confidence: 99%

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Peer Effects on Early Language Development in Dual Language Learners

Schmerse

2021

Child Development

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This study investigated the vocabulary development of children (N = 547) from linguistically and socioeconomically diverse classrooms in Germany from age 3 in preschool to age 7 in Grade 1. The results showed that for dual language learners (DLLs, n = 107) growth rates in their German majority language skills varied over classrooms. Compared to monolingual children, DLLs improved faster in classrooms with higher peerlevel skills in the majority language than DLLs in classrooms with lower peer-level skills (controlling for socioeconomic status and classroom quality). DLLs showed stronger growth dynamics than monolingual children during later preschool stages. The findings highlight the role of preschool peers in DLLs' acquisition of the majority language before entering elementary school.DLLs to maintain and strengthen verbal and literacy skills in their first language (Barnett, Yarosz,

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Section: Discussionmentioning

confidence: 94%

Section: Effects Of Preschool Experiences On Dlls' Language Developmentmentioning

confidence: 99%

Peer Effects on Early Language Development in Dual Language Learners

Schmerse

2021

Child Development

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“…Research on classroom composition in Germany is scarce and findings are inconsistent. Regarding composition in terms of DLLs or children with immigrant background, several studies found no associations with individual language skills (Bihler, Agache, Schneller, et al 2018; Kohl et al, 2019; Willard et al, 2019), while others found that the percentage of DLLs or children with immigrant background was negatively linked to children’s language skills (Biedinger & Becker, 2010; Ebert et al, 2013; Klein & Becker, 2017; Niklas et al, 2011). Similarly, some studies on composition in terms of children’s socioeconomic background yielded no significant associations with language skills (Biedinger & Becker, 2010; Kohl et al, 2019), while other studies did find connections (Bihler, Agache, Schneller, et al, 2018; Niklas et al, 2011).…”

Section: How Do Peer Effects Operate?mentioning

confidence: 99%

Do peers matter? Peer effects on young children’s vocabulary gains in German classrooms.

Kohl¹,

Bihler²,

Agache³

et al. 2022

Journal of Educational Psychology

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Children in early childhood education and care (ECEC) spend a considerable amount of time interacting with their peers. However, open questions remain on whether and how children influence their peers' language development. The present study examined effects of peers' German receptive vocabulary (n = 1,871) on individual children's (n = 431) receptive vocabulary gains. Target children were between 30 and 48 months old at the beginning of the study. Findings revealed no links between peers' vocabulary skills and individual children's vocabulary gains, neither for all children nor depending on children's prior vocabulary skills. However, for children with lower prior skills, there was a negative association between the percentage of dual language learners in the classroom and children's vocabulary gains. This link was not attributable to peers' vocabulary skills. A number of possible mediators and moderators for peer effects were examined but none of them proved to be significant. In sum, these (null-) findings inform future research on compositional and peer effects as well as their underlying processes. Moreover, they have important practical implications for policymakers and ECEC professionals. Educational Impact and Implications StatementA current issue for policy and practice is how the distribution of children from differing backgrounds in early childhood education and care classrooms affects children's development. This study found that children's language development was not linked to the language skills of their peers in early childhood education and care classrooms. However, children with low societal language skills showed less improvement in their language skills if they attended a classroom with a high percentage of bilingual children (children exposed to another language at home). While our findings provide no evidence that peers' language skills relate to individual children's language skills, they suggest that classroom composition may be relevant to language development under certain circumstances. Additional research on the specific mechanisms and risk factors is needed in order to provide clear implications for policy and practice.

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“…Across the reviewed literature, it was evident that age and particularly early-age entry into ECE has received growing attention in recent years as a predictor of academic success, particularly for disadvantaged children (Faulkner & Coates, 2013;Kohl et al, 2019;Morgan et al, 2016). Consequently, the chase for school readiness has led to the establishment of many mixed-age (MA) classrooms around the world with increasing enrolment rates for three-yearolds (Ansari et al, 2016;Bell et al, 2013).…”

Section: Academic Success School Readiness and Improved Developmental Outcomesmentioning

confidence: 99%

A paradox of age in early childhood education: A review of the literature and survey of Australian educators working with three-year-old children

Elwick

White

2022

Educ Res Policy Prac

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A paradox concerning age exists in early childhood education (ECE) across many countries today, evident in the literature, curriculum, policy, funding, and provision. This paradox comprises two distinct approaches that call for either a specialised developmental approach to discrete age groups or a generic attitude concerning childhoods with no age distinction at all. This article traces the presence and impact of the paradox of age through an Australian study comprising two components: a review of the literature concerning age; and, a survey undertaken in two states where different treatments of age were evident: NSW and Victoria—with a particular interest in what was happening for three-year-olds. 171 responses were received 102 (NSW) and 69 (Victoria). The review of the literature generated four main themes that when considered in relation to the survey responses revealed the tendency of ECE researchers, policymakers, and educators to situate children within a “discourse of becoming” that focusses attention towards children’s maturity and skills, and school readiness. While this discourse has been used productively, its prevalence in this study suggests that many children attending ECE services are likely to experience learning environments that do not always acknowledge the importance of the here and now, or the wealth of experience and knowledge they bring to these environments. This calls attention to the attitudes and assumptions of educators themselves concerning the treatment of younger learners; as well as the constraints and opportunities that policymakers provide for effective provision, and that influence both the nature of and access to ECE.

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Classroom Quality, Classroom Composition, and Age at Entry: Experiences in Early Childhood Education and Care and Single and Dual Language Learners’ German Vocabulary

Cited by 11 publications

References 66 publications

Peer Effects on Early Language Development in Dual Language Learners

Peer Effects on Early Language Development in Dual Language Learners

Do peers matter? Peer effects on young children’s vocabulary gains in German classrooms.

A paradox of age in early childhood education: A review of the literature and survey of Australian educators working with three-year-old children

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