Formal and Informal Early Education of Turkish-Origin Children in Germany

Autor/inn/en	Becker, Birgit; Boldin, Elena; Klein, Oliver
Titel	Formal and Informal Early Education of Turkish-Origin Children in Germany
Quelle	In: Early Child Development and Care, 186 (2016) 1, S.173-189 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2014.944516
Schlagwörter	Immigrants; Preschool Children; Turkish; German; Second Language Learning; Language Skills; Informal Education; Foreign Countries; Disadvantaged; Parent Child Relationship; Attendance; Second Language Instruction; Socioeconomic Status; Vocabulary Development; Expressive Language; Multivariate Analysis; Cultural Capital; Preschool Education; Interviews; Germany + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Türkisch; Deutscher; Zweitsprachenerwerb; Language skill; Sprachkompetenz; Informelle Bildung; Nichtformale Bildung; Ausland; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Anwesenheit; Fremdsprachenunterricht; Socio-economic status; Sozioökonomischer Status; Wortschatzarbeit; Multivariate Analyse; Interviewing; Interviewtechnik; Deutschland
Abstract	A lack of adequate German language skills is often discussed as a major reason for the disadvantage of children of immigrants in the German educational system. This article analyses the access to formal and informal early education of Turkish-origin children in Germany and the influence of these early education contexts on the children's German language acquisition. We use the frequency of stimulating parent-child activities as an indicator of informal education and the attendance in language instruction programmes at preschool as an indicator of formal education. The empirical results show that the frequency of parent-child activities in Turkish-origin families depends on parents' social background and German language skills. Language instruction programmes in preschools are most frequently used by children who most likely need such programmes: children with low levels of German language skills. For the development of German language skills, parent-child activities seem to be most important. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01