Effekte politischer Reformen auf die außerfamiliäre frühkindliche Betreuungsbeteiligung von Kindern mit und ohne Migrationshintergrund

Roth, Tobias; Klein, Oliver

doi:10.1007/s11577-018-0563-5

Cited by 4 publications

(1 citation statement)

References 12 publications

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“…A shortage of available childcare options, could be one of the reasons why refugee children in Germany attend preschool less often than their majority peers (e.g., Homuth et al, 2021 ). Expanding childcare options on a larger scale could be an effective tool to increase overall participation in daycare, and especially the attendance of immigrant and refugee children (see e.g., Roth and Klein, 2018 ).…”

Section: Language Acquisition In the Destination Contextmentioning

confidence: 99%

German Language Acquisition of Refugee Children—The Role of Preschools and Language Instruction

Seuring

Will

2022

Front. Sociol.

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Mastering the language of the destination country is key to immigrant and refugee children's educational success. Refugee children typically face the challenge of starting or continuing their educational carrier in a completely new context and in a completely new language. In this study, we examine the role of preschool attendance and formal language instruction in supporting young refugee children to acquire destination language competencies. We pursue three research objectives: First, we aim at identifying relevant conditions associated with German language acquisition in general. Second, we examine the (relative) importance of institutional learning support in preschool and language instruction. Third, we investigate whether the benefits of attending preschool are more pronounced for refugee children who have only limited exposure to the destination language outside of the institutional context, as compared to children who have more exposure to the language outside of preschool. Using data from the ReGES study, we analyze the early processes of destination language acquisition among a large population of refugee children of preschool age in Germany. Our findings indicate that conditions associated with motivation, exposure and efficiency of learning that were found in prior research to determine destination language competencies of children from other immigrant groups apply to refugee children in a similar manner. Additional conditions associated with the specific circumstances that refugees often experience, including possible consequences of insecure residence status, risk of post-traumatic stress disorders, and living in collective accommodation, do not significantly contribute to this outcome in our analysis. Furthermore, we find that there is a positive relationship between children's German language competency levels and both preschool attendance and formal language instruction. The findings indicate that the benefits of attending preschool are largely related to additional language instruction that refugee children receive within this context. Moreover, these benefits are particularly pronounced among refugee children who have only limited exposure to German at home and in their everyday lives. Overall, our findings emphasize the importance of preschool attendance and formal language instruction for refugee children's destination language acquisition.

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Section: Language Acquisition In the Destination Contextmentioning

confidence: 99%

German Language Acquisition of Refugee Children—The Role of Preschools and Language Instruction

Seuring

Will

2022

Front. Sociol.

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The primary effect of ethnic origin – rooted in early childhood? An analysis of the educational disadvantages of Turkish-origin children during the transition to secondary education in Germany

Becker

Klein

2021

Research in Social Stratification and Mobility

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Moderating Uncertainty: The Reception of Refugee Children in the German Early Childhood Education and Care Sector

Scholz

2021

Journal of Refugee Studies

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Located at the crossroads of integration and early childhood education and care (ECEC) policies, this article draws on empirical research conducted from the perspective of ECEC centres to provide insights into the local reception of refugee children in Germany. In recent years, the ECEC sector in Germany has faced the challenge of organizing access to childcare for many newly arrived children and their families—a process that has been shaped by uncertainty for policymakers and service providers alike. The article analyses data from the first survey among ECEC centres throughout Germany on this topic. It sheds light on enrolment patterns of refugee children, admission procedures, support structures and local collaboration. The results reveal the uncertainties that ECEC centres faced after the 2015 ‘refugee crisis’, and their diverse approaches. To better understand the role of ECEC centres as crucial actors in local integration processes, a conceptualization as ‘street-level’ organizations is suggested.

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Effekte politischer Reformen auf die außerfamiliäre frühkindliche Betreuungsbeteiligung von Kindern mit und ohne Migrationshintergrund

Cited by 4 publications

References 12 publications

German Language Acquisition of Refugee Children—The Role of Preschools and Language Instruction

German Language Acquisition of Refugee Children—The Role of Preschools and Language Instruction

The primary effect of ethnic origin – rooted in early childhood? An analysis of the educational disadvantages of Turkish-origin children during the transition to secondary education in Germany

Moderating Uncertainty: The Reception of Refugee Children in the German Early Childhood Education and Care Sector

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