The early developmental competencies and school readiness of low-income, immigrant children: Influences of generation, race/ethnicity, and national origins
The early developmental competencies and school readiness of low-income, immigrant children: Influences of generation, race/ethnicity, and national origins
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DOI：
10.1016/j.ecresq.2009.07.004
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发表时间：
2009-12-01
影响因子：
3.7
通讯作者：
Winsler, Adam
中科院分区：
文献类型：
--
作者：
De Feyter, Jessica Johnson;Winsler, Adam
Though much valuable research has been conducted on the academic achievement of school-age immigrant youth, less is known about the early developmental competencies of immigrant children during the preschool years. This study describes the school readiness of 2194 low-income children receiving subsidies to attend child care with emphasis on how nativity status (generation), race/ethnicity, and national origins might be related to children's preparedness for kindergarten. The Learning Accomplishment Profile-Diagnostic (LAP-D) was used to measure cognitive and language skills, while teacher-report on the Devereux Early Childhood Assessment (DECA) measured socio-emotional protective factors and behavior concerns. Results demonstrate that variation does exist in school readiness according to nativity-based factors. First- and second-generation immigrants lagged behind children in non-immigrant families in cognitive and language skills but excelled by comparison in socio-emotional skills and behavior. In many cases, first-gene ration immigrant children showed more advanced development than second-generation immigrant children, providing some evidence in the early years for an immigrant advantage. The present study raises awareness regarding some of the strengths immigrant children demonstrate from a very young age-strengths that can be built upon to encourage their later success and academic achievement. (C) 2009 Elsevier Inc. All rights reserved.
