Der Einfluss von elterlichen Investitionen auf die Entwicklung deutscher und türkischer Kinder

Biedinger, Nicole

doi:10.1007/s11609-009-0061-8

Cited by 14 publications

(11 citation statements)

References 48 publications

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“…[3,4]). The following section will give an overview of the state-of-the-art and give some theoretical arguments for the explanatory power of the educational background and the home environment for early cognitive abilities.…”

Section: Child Development Researchmentioning

confidence: 99%

The Influence of Education and Home Environment on the Cognitive Outcomes of Preschool Children in Germany

Biedinger

2011

Child Development Research

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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.

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Section: Child Development Researchmentioning

confidence: 99%

The Influence of Education and Home Environment on the Cognitive Outcomes of Preschool Children in Germany

Biedinger

2011

Child Development Research

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“…The social and cultural background factors taken into account in the analysis can merely be considered as rough estimates of the conditions for children's learning processes and developmental progress (cf., Bradley et al, 2001;Brooks-Gunn, Guo, & Furstenberg, 1993). They are not direct proxies of the quality of an early family and informal learning environment although research suggests that such background factors are related to the acquisition of cognitive skills (Biedinger, 2009;Feinstein, 2003;Hoff, 2006;Lee & Burkam, 2002). Third, the sample differed from the general population in terms of level of parental education.…”

Section: Limitations Of the Analytic Frameworkmentioning

confidence: 99%

A quasi-experimental study into the relations between families' social and cultural background and children's crèche experience and global cognitive competence in primary school

Burger

2012

Early Child Development and Care

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This study analysed the role of both sociocultural background and exposure to a crèche on children's development of cognitive competence in Switzerland. Data were derived from a survey on children's cognitive proficiency after enrolment to primary school. Correlations and multiple linear regressions indicate that crèche experience was not related to children's cognitive proficiency when sociocultural background characteristics were held constant, irrespective of duration and intensity of exposure. However, social and cultural background variables were related significantly to children's competence, suggesting that sociocultural disparities begin to affect children's skills early in life. The results are contextualised within the field of early childhood care and education research, and a number of explanations concerning the absence of effects of crèche are discussed. The findings are discussed in terms of implications for policy. They might encourage policymakers to supply socially disadvantaged children growing up in impoverished learning environments with enriched services and special interventions.

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“…Annelerin bu tutumu, ev ortamında yapılan okuma ve yazma türü aktivitelere daha az yer verdiklerini göstermektedir. Biedinger (2009) bir proje kapsamındaki araṣtırmasında, Türk ve Alman ebeveynlerin okul öncesi dönemde eğitici ve teṣvik edici etkinliklerin çocukların geliṣimine etkisini incelemiṣtir. Araṣtırmada, Türk çocukların Alman çocuklarına kıyasla daha baṣarısız oldukları saptanmıṣtır.…”

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Sesli Kitap Okuma Etkinliğinde, Annenin Kültürel Sermayesinin Çocuğun Okul Öncesi Okuryazarlik Geliṣimine Etkisi

Emre¹

2017

Avrasya Uluslararası Araştırmalar Dergisi

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ÖZAraṣtırmanın amacı, sesli kitap okuma etkinliğinde annenin kültürel sermayesinin çocuğun okul öncesi okuryazarlık geliṣimine etkisini incelemektir. Nitel araṣtırma özelliği taṣıyan bu araṣtırmada, durum çalıṣma deseninin alt modeli olan bütüncül çoklu durum deseni kullanılmıṣtır. Araṣtırmanın çalıṣma grubu, ölçüt örneklem yöntemine uygun olarak seçilmiṣtir. Araṣtırmanın katılımcıları, Almanya"da yaṣayan ve farklı eğitim ve sosyoekonomik düzeye sahip 6 Türk kökenli anne ve onların okul öncesi dönemdeki çocuklarından oluṣmaktadır. Annelerin çocuklara sesli kitap okuma sürecini ev ortamında incelemek için, gözlem türlerinden yapılandırılmamıṣ labaratuvar çalıṣması kullanılmıṣtır. Çalıṣmada, ayrıca annelerle görüṣme yapılmıṣtır. Bu görüṣmede, annelerin sesli kitap okuma ile ilgili görüṣleri alınmıṣtır. Gözlem sonucunda elde edilen veriler, sosyal dizi analizi (social sequence analysis) yardımıyla, annelerle yapılan görüṣmede elde edilen veriler de betimsel analiz kullanılarak çözümlenmiṣtir. Araştırmanın bulgularına göre; okul öncesi okuryazarlık geliṣiminde önemli rol oynayan sesli kitap okuma yöntemi, annelerin kültürel sermayelerine göre farklılık gösterdiği saptanmıṣtır. Kültürel sermayesi yüksek olan annelerin, kültürel sermayesi düṣük annelere göre sesli kitap uygulamasıyla çocuğun okul öncesi okuryazarlık geliṣimine daha iyi katkı sağladıkları sonucuna ulaṣılmıṣtır. ABSTRACTThe study aims to examine influence of mother"s cultural capital on development of child"s preschool literary in book reading activity. In this qualitative research, integrated multistate pattern, a sub-model of case study pattern, was used. Sample group of the study was selected based on the criterion sampling method. Participants of the study consist of 6 Turkish families who live in Germany and have different level of education and socio-economy and their preschool children. In order to observe the process of mothers reading books orally for their children at home, unstructured laboratory study was used from among the types of observation. In the study, interviews were held with the mothers as well. During these interviews, opinions of mothers on book reading were obtained. The data obtained as a result of observation was analysed using the social sequence analysis method, while the data obtained from interviews with mothers was analysed using the descriptive analysis method. According to findings of the study, the method of book reading, which has an important role in preschool literacy development, varies by cultural capitals of the mothers. It is concluded that mothers who have a high cultural capital make better contribution to preschool literacy development of the child through book reading practice compared with mothers who have low cultural capital.

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Der Einfluss von elterlichen Investitionen auf die Entwicklung deutscher und türkischer Kinder

Cited by 14 publications

References 48 publications

The Influence of Education and Home Environment on the Cognitive Outcomes of Preschool Children in Germany

The Influence of Education and Home Environment on the Cognitive Outcomes of Preschool Children in Germany

A quasi-experimental study into the relations between families' social and cultural background and children's crèche experience and global cognitive competence in primary school

Sesli Kitap Okuma Etkinliğinde, Annenin Kültürel Sermayesinin Çocuğun Okul Öncesi Okuryazarlik Geliṣimine Etkisi

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