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ERIC Number: EJ864540
Record Type: Journal
Publication Date: 2009
Pages: 21
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0885-2006
The Early Developmental Competencies and School Readiness of Low-Income, Immigrant Children: Influences of Generation, Race/Ethnicity, and National Origins
De Feyter, Jessica Johnson; Winsler, Adam
Early Childhood Research Quarterly, v24 n4 p411-431 2009
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-generation 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. (Contains 3 tables and 6 figures.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A