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
This study employed multilevel modeling techniques to examine how developmental outcomes in Kindergarten and reading and math skills in Grade 4 are related to children’s immigrant (Cantonese-speaking, n=1,700; Punjabi-speaking, n=1,900) and non-immigrant background (n=25,000), gender, and socioeconomic status. Data on Kindergarten children’s development come from (i) a population-level implementation of the teacher-administered Early Development Instrument (EDI Janus & Offord, 2007; Guhn, Janus, & Hertzman, 2007), (ii) standardized test scores on reading and math in Grade 4, and (iii) Canadian census data. The main findings were that, after controlling for socioeconomic status, Cantonese-speaking immigrant children do as well as non-immigrant children in Kindergarten, and do particularly well in math in Grade 4, and Punjabi-speaking immigrant children obtained the highest ratings on the social and emotional domains in Kindergarten, but the lowest scores in math and reading in Grade 4. For the Cantonese and non-immigrant children, socioeconomic status was positively related to developmental outcomes, whereas there was no such relationship for the Punjabi group. Within each language group, girls had higher ratings than boys on all developmental domains in Kindergarten, and better reading scores in Grade 4—however, in math, boys did better than girls in Grade 4.
Method
Expected Outcomes
References
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