ERIC Number: EJ1085046
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Influences of an Academically Oriented Preschool Curriculum on the Development of Children--Are There Negative Consequences for the Children's Socio-Emotional Competencies?
Kluczniok, Katharina; Anders, Yvonne; Sechtig, Jutta; Rossbach, Hans-Guenther
Early Child Development and Care, v186 n1 p117-139 2016
As a result of public discussions regarding Germany's standing on international rankings of student achievement, increased attention was focused on enhancing cognitive stimulation in preschools. There are some concerns that preschool curricula that focus more on cognitive stimulation rather than on socio-emotional skills might neglect the socio-emotional development of children. These concerns are rooted in the tradition of German preschools focussing more on the stimulation of social than of cognitive skills. This paper examines these claims by drawing on the German preschool programme "KiDZ" in order to analyse the socio-emotional development (well-being, joy of learning, and worry) of children attending a preschool with a more academically oriented curriculum. This study also investigates effects of domain-specific preschool quality and if any effects of participation in KiDZ might be explained by the quality of the preschools. Positive effects of the children's participation in KiDZ are found and will be discussed.
Descriptors: Preschool Education, Academic Education, Social Development, Emotional Development, Educational Quality, Foreign Countries, Academic Achievement, Cognitive Development, Program Evaluation, Outcomes of Education, Child Development, Well Being, Predictor Variables, Family Characteristics, Preschool Children, Longitudinal Studies, Quasiexperimental Design, Interviews, Questionnaires, Statistical Analysis, Multivariate Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Authoring Institution: N/A
Identifiers - Location: Germany
Grant or Contract Numbers: N/A