Conference:
ECER 2009
Format:
Symposium Paper
Session Information
05 SES 04, Immigrant children's development in elementary and primary school: Research evidence on patterns and programs from Germany, Australia, and Canada
Symposium
Time:
2009-09-28
16:00-17:30
Room:
JUR, HS 15
Chair:
Martin Guhn
Discussant:
Jessica Löser
Contribution
Data on children’s school readiness are collected in many kindergartens in Canada with the Early Development Instrument (EDI), contributing to the 2005-2007 normative database (N = 185,452). The EDI provides an opportunity to explore patterns of school readiness among children belonging to various sub-populations, including different linguistic groups that are low-frequency in individual communities. While representative of a community, small numbers do not allow for adequate analyses of vulnerability and strength patterns. It is essential to examine whether these specific groups of children are on the same developmental track as the majority of the population. Twelve such groups with N> 400 were identified. They were compared with children with English as their first and sole language (N=101,055). For most language groups, only the children who could not speak English showed lower outcomes than control, and only in the language and communication areas. Children from different linguistic groups who were also fluent in English generally had better outcomes than English-speaking controls in areas of physical, social, and emotional development. These data are further explored in relation to children’s gender and socioeconomic circumstances. The results provide benchmarks to measure the outcomes for children in communities that were previously not available.
Method
Expected Outcomes
References
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