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

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Title: Formal and Informal Early Education of Turkish-Origin Children in Germany
Language: English
Authors: Becker, Birgit, Boldin, Elena, Klein, Oliver
Source: Early Child Development and Care. 2016 186(1):173-189.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 17
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Education Level: Preschool Education
Early Childhood Education
Descriptors: 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
Geographic Terms: Germany
DOI: 10.1080/03004430.2014.944516
ISSN: 0300-4430
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.
Abstractor: As Provided
Number of References: 44
Entry Date: 2015
Accession Number: EJ1085048
Database: ERIC
FullText Text:
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  Data: Formal and Informal Early Education of Turkish-Origin Children in Germany
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Becker%2C+Birgit%22">Becker, Birgit</searchLink><br /><searchLink fieldCode="AR" term="%22Boldin%2C+Elena%22">Boldin, Elena</searchLink><br /><searchLink fieldCode="AR" term="%22Klein%2C+Oliver%22">Klein, Oliver</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Early+Child+Development+and+Care%22"><i>Early Child Development and Care</i></searchLink>. 2016 186(1):173-189.
– Name: Avail
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
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  Data: 17
– Name: DatePubCY
  Label: Publication Date
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  Data: 2016
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Immigrants%22">Immigrants</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Turkish%22">Turkish</searchLink><br /><searchLink fieldCode="DE" term="%22German%22">German</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Informal+Education%22">Informal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged%22">Disadvantaged</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Child+Relationship%22">Parent Child Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Attendance%22">Attendance</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Expressive+Language%22">Expressive Language</searchLink><br /><searchLink fieldCode="DE" term="%22Multivariate+Analysis%22">Multivariate Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Capital%22">Cultural Capital</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Interviews%22">Interviews</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Germany%22">Germany</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/03004430.2014.944516
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0300-4430
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
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  Data: 44
– Name: DateEntry
  Label: Entry Date
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  Data: 2015
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1085048
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1085048
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        Value: 10.1080/03004430.2014.944516
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      – Text: English
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    Subjects:
      – SubjectFull: Immigrants
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Turkish
        Type: general
      – SubjectFull: German
        Type: general
      – SubjectFull: Second Language Learning
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      – SubjectFull: Language Skills
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      – SubjectFull: Informal Education
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Disadvantaged
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      – SubjectFull: Parent Child Relationship
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      – SubjectFull: Attendance
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Socioeconomic Status
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      – SubjectFull: Vocabulary Development
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      – SubjectFull: Expressive Language
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      – SubjectFull: Multivariate Analysis
        Type: general
      – SubjectFull: Cultural Capital
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      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Interviews
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      – SubjectFull: Germany
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      – TitleFull: Formal and Informal Early Education of Turkish-Origin Children in Germany
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            NameFull: Boldin, Elena
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