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DOES PRESCHOOL EDUCATION HELP IMMIGRANT CHILDREN REACH THEIR NATIVE PEERS’ ACADEMIC LEVELS?: A CASE OF TURKISH IMMIGRANT CHILDREN IN SWEDEN

Year 2016, Volume: 5 Issue: 3, 652 - 668, 01.10.2016

Abstract

The disadvantages associated with immigration put the children of immigrant families at risk for academic failure. This study investigates the efficacy of educational support provided by the Swedish preschool system to the children of the Turkish families who migrated to Sweden. In this study non-equivalent control group design was used. The sample of the study consists of a total of 45; 5 years old preschool children, 23 Swedish children and 22 Turkish children receiving native language support. During the research both groups continued attending regular public preschool program. Bracken Basic Concept Scale – Revised Form was used as a data collection tool. The results demonstrated that the Swedish preschool education programme was effective in supporting Swedish and Turkish children’s concept acquisition and school readiness. Nevertheless, the programme was not able to close the gap significantly between the Turkish and Swedish children’s concept acquisition and school readiness observed prior to program implementation.

References

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  • Bracken, B. A. (1998). Bracken basic concept scale-revised, examiner’s manual. San Antoinio:The Psychological Corporation, Harcourt Brace and Company
  • Bracken, B. A., Sabers, D. & Insko, W. (1987). Performance of black and white children on the bracken basic. Psychology in the Schools, 24(1): 22–27.
  • Bracken, B.A. & Crawford, E. (2010). Basic concepts in early childhood educational standards: a 50-state review. Early Childhood Education Journal, 37:421–430.
  • Cohen, C.C., Deterding, N., & Clewell, B.C. (2005). Who’s left behind? Immigrant children in high and low lep schools. Washington, DC: The Urban Institute. Retrieved from http://www.urban.org/UploadedPDF/411231_whos_left_behind.pdf
  • Cook, T. D., & Campbell, D. T. (1979). Quasi-experimentation: Design & Analysis issues for Field Settings. Boston, MA: Houghton Mifflin Company.
  • De Feyter, J. J., & Winsler, A. (2009). The early developmental competencies and school readiness of low-income, immigrant children: Influences of generation, race/ethnicity, and national origins. Early Childhood Research Quarterly, 24(4):411-431.
  • Dietz, J. (2010). Introduction to the special issue on employment discrimination against immigrants. Journal of Managerial Psychology, 25(2):104-112.
  • Dotterer, A. M., Iruka, I. U., & Pungello, E. (2012), Parenting, race, and socioeconomic status: links to school readiness. Family Relations 61(4): 657–670.
  • Dronkers, J. (2010). Positive but also negative effects of ethnic diversity in schools on educational performance? An empirical test using cross-national PISA data. MPRA Paper No. 25598. Retrieved from http://mpra.ub.uni-muenchen.de/25598/
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  • Fleer, M., & Raban, B. (2006). A Cultural-historical analysis of concept formation in early education settings: conceptual consciousness for the child or only the adult? European Early Childhood Education Research Journal 14(2):69-80.
  • Fossati, F. (2011). The effect of integration and social democratic welfare states on immigrants’ educational attainment: a multilevel estimate. Journal of European Social Policy, 21(5):391-412.
  • Fröhlich, L.P., Petermann, F., & Metz, D. (2013). Phonological awareness: factors of influence. European Early Childhood Education Research Journal, 21(1):5-22.
  • Glind van de, H. (2010). Migration and child labour – exploring child migrant vulnerabilities and those of children left-behind, International Labour Office, International Programme on the Elimination of Child Labour (IPEC) – Geneva: ILO
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  • Ho, R. (2006). Handbook of univariate and multivariate data analysis and ınterpretation with spss.Florida:Taylor and Francis Group
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  • Knocke, W. (2000).Integration or segregation? Immigrant populations facing the labour market in Sweden. Economic and Industrial Democracy, 21(3):361-380.
  • Korpi, B.M. (2007). The politics of preschool – intentions and decisions underlying the emergence and growth of the Swedish preschool. Stockholm: The Ministry of Education and Research
  • Leseman, P.P.M., & Tuijl, C. V. (2001) Home support for bilingual development of Turkish 4–6-year-old immigrant children in the Netherlands: efficacy of a home-based educational programme, Journal of Multilingual and Multicultural Development, 22(4):309-324.
  • Liebkind, K., Jasinskaja-Lahti, I., & Solheim, E. (2004). Cultural identity, perceived discrimination, and parental support as determinants of immigrants’ school adjustments: Vietnamese youth in Finland. Journal of Adolescent Research, 19(6):635-656.
  • Lindberg, I. (2007). Multilingual Education: a Swedish Perspective. In M. Carlson, A. Rabo and F. Gök (Eds). Education in ‘Multicultural’ Societies – Turkish and Swedish Perspectives (pp. 71-90). Stockholm: Swedish Research Institute in Istanbul (Vol.18).
  • Loeb, S., Fuller, B., Kagan, S. L., & Carrol, B. (2004). Child care in poor communities: early learning effects of type, quality, and stability. Child Development, 75(1):47–65.
  • Magnuson, K., Lahaie, C., & Waldfogel, J. (2006). Preschool and school readiness of children of immigrants. Social Science Quarterly, 87(5):1241–1262.
  • Maneva, B. (2004): 'Maman, je suispolyglotte!’: A Case study of multilingual language acquisition from 0 to 5 years. International Journal of Multilingualism, 1(2):109-122.
  • Matthews, H., & Even, D. (2010). Early education programs and children of immigrants: learning each other’s language. Washington, DC: The Urban Institute.
  • McCartney, K., Dearing, E., Taylor, B. A., & Bub, K. L. (2007). Quality child care supports the achievement of low-income children: direct and indirect pathways tthrough caregiving and the home environment. Journal of Applied Developmental Psychology, 28(5–6):411-426.
  • Mistry, R. S., Biesanz, J. C., Chien, N., Howes, C., & Benner, A. D. (2008). Socioeconomic status, parental investments, and the cognitive and behavioural outcomes of low-income children from immigrant and native households. Early Childhood Research Quarterly, 23(2):193-212.
  • Mushi, S.L.P. (2002). Acquisition of multiple languages among children of immigrant families: parents' role in the home-school language pendulum. Early Child Development and Care, 172(5):517-530
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Does Preschool Education Help Immigrant Children Reach Their Native Peers Academic Levels A Case of Turkish Immigrant Children in Sweden

Year 2016, Volume: 5 Issue: 3, 652 - 668, 01.10.2016

Abstract

Göç olgusu ile birlikte ortaya çıkan dezavantajlar göçmen aile çocuklarının akademik başarılarını risk altına almaktadır. Mevcut araştırmada İsveç’e göç etmiş Türklerin çocuklarına İsveç okul öncesi eğitim sisteminde sunulan eğitsel desteğin etkililiği araştırılmaktadır. Araştırmada yöntem olarak eşitlenmemiş kontrol gruplu desen kullanılmıştır. Araştırmanın çalışma grubunu 23’ü İsveçli ve 22’si Türk olup anadili desteği alan 5 yaşında toplam 45 çocuk oluşturmaktadır. Araştırma süresince her iki grupta devlet okuluna devam etmektedir. Araştırmada veri toplama aracı olarak Bracken Temel Kavram ÖlçeğiGözden Geçirilmiş Formu kullanılmıştır. Araştırmanın sonuçları İsveç okul öncesi programının hem İsveç hem de Türk çocukların kavram edinimleri ve okula hazırlık düzeyleri üzerinde etkili olduğunu göstermiştir. Ancak buna rağmen, uygulanan programın Türk ve İsveçli çocukların kavram edinimi ve okula hazırlık bulunuşluk puanları arasındaki farkı kapatamadığı gözlenmiştir

References

  • Becker, B., Klein, O., & Biedinger, N. (2013). The development of cognitive, language, and cultural skills from age 3 to 6: a comparison between children of Turkish origin and children of native-born German parents and the role of immigrant parents’ acculturation to the receiving society. American Educational Research Journal, 50(3):616-649.
  • Behtoui, A. (2004). Unequal opportunities for young people with immigrant backgrounds in the Swedish labour market. Labour, 18(4): 633-660.
  • Beiser, M.,Hou, F., Hyman, I. &Tousignant, M. (2002). Poverty, family process, and the mental health of immigrant children in Canada. American Journal of Public Health, 92(2):220-227.
  • Biedinger, N., Becker, B., & Rohling, I. (2008). Early ethnic educational inequality: the influence of duration of preschool attendance and social composition. European Sociological Review, 24(2):243-256
  • Bracken, B. A. (1984). Bracken basic concept scale examiner's manual. San Antonio, TX: Psychological Corporation.
  • Bracken, B. A. (1998). Bracken basic concept scale-revised, examiner’s manual. San Antoinio:The Psychological Corporation, Harcourt Brace and Company
  • Bracken, B. A., Sabers, D. & Insko, W. (1987). Performance of black and white children on the bracken basic. Psychology in the Schools, 24(1): 22–27.
  • Bracken, B.A. & Crawford, E. (2010). Basic concepts in early childhood educational standards: a 50-state review. Early Childhood Education Journal, 37:421–430.
  • Cohen, C.C., Deterding, N., & Clewell, B.C. (2005). Who’s left behind? Immigrant children in high and low lep schools. Washington, DC: The Urban Institute. Retrieved from http://www.urban.org/UploadedPDF/411231_whos_left_behind.pdf
  • Cook, T. D., & Campbell, D. T. (1979). Quasi-experimentation: Design & Analysis issues for Field Settings. Boston, MA: Houghton Mifflin Company.
  • De Feyter, J. J., & Winsler, A. (2009). The early developmental competencies and school readiness of low-income, immigrant children: Influences of generation, race/ethnicity, and national origins. Early Childhood Research Quarterly, 24(4):411-431.
  • Dietz, J. (2010). Introduction to the special issue on employment discrimination against immigrants. Journal of Managerial Psychology, 25(2):104-112.
  • Dotterer, A. M., Iruka, I. U., & Pungello, E. (2012), Parenting, race, and socioeconomic status: links to school readiness. Family Relations 61(4): 657–670.
  • Dronkers, J. (2010). Positive but also negative effects of ethnic diversity in schools on educational performance? An empirical test using cross-national PISA data. MPRA Paper No. 25598. Retrieved from http://mpra.ub.uni-muenchen.de/25598/
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  • Eurydice. (2009). Integrating immigrant children into schools in Europe. Eurydice Network Retrieved from. http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/101EN.pdf
  • Fleer, M., & Raban, B. (2006). A Cultural-historical analysis of concept formation in early education settings: conceptual consciousness for the child or only the adult? European Early Childhood Education Research Journal 14(2):69-80.
  • Fossati, F. (2011). The effect of integration and social democratic welfare states on immigrants’ educational attainment: a multilevel estimate. Journal of European Social Policy, 21(5):391-412.
  • Fröhlich, L.P., Petermann, F., & Metz, D. (2013). Phonological awareness: factors of influence. European Early Childhood Education Research Journal, 21(1):5-22.
  • Glind van de, H. (2010). Migration and child labour – exploring child migrant vulnerabilities and those of children left-behind, International Labour Office, International Programme on the Elimination of Child Labour (IPEC) – Geneva: ILO
  • Han, W.J., Lee. R., & Waldfogel, J. (2012). School readiness among children of immigrants in the US: evidence from a large national birth cohort study. Children and Youth Services Review, 34(4):771-782.
  • Heath, A. F., Rothon, C., & Kilpi, E. (2008). The second generation in Western Europe: education, unemployment, and occupational attainment. Annual Review of Sociology, 34: 211-235.
  • Ho, R. (2006). Handbook of univariate and multivariate data analysis and ınterpretation with spss.Florida:Taylor and Francis Group
  • Jensen, P., & Rasmussen, A.W. (2011). The effect of immigrant concentration in schools on native and immigrant children's reading and math skills, Economics of Education Review, 30(6):1503-1515
  • Jonsson, J.O., & Rudolphi, F. (2011). Weak performance-strong determination: school achievement and educational choice among children of immigrants in Sweden. European Sociological Review, 27 (4): 487-508.
  • Karoly, L. A., & Gonzalez G. C. (2011).Early care and education for children in immigrant families. Journal of the Future of Children, 21(1):71-101.
  • Knocke, W. (2000).Integration or segregation? Immigrant populations facing the labour market in Sweden. Economic and Industrial Democracy, 21(3):361-380.
  • Korpi, B.M. (2007). The politics of preschool – intentions and decisions underlying the emergence and growth of the Swedish preschool. Stockholm: The Ministry of Education and Research
  • Leseman, P.P.M., & Tuijl, C. V. (2001) Home support for bilingual development of Turkish 4–6-year-old immigrant children in the Netherlands: efficacy of a home-based educational programme, Journal of Multilingual and Multicultural Development, 22(4):309-324.
  • Liebkind, K., Jasinskaja-Lahti, I., & Solheim, E. (2004). Cultural identity, perceived discrimination, and parental support as determinants of immigrants’ school adjustments: Vietnamese youth in Finland. Journal of Adolescent Research, 19(6):635-656.
  • Lindberg, I. (2007). Multilingual Education: a Swedish Perspective. In M. Carlson, A. Rabo and F. Gök (Eds). Education in ‘Multicultural’ Societies – Turkish and Swedish Perspectives (pp. 71-90). Stockholm: Swedish Research Institute in Istanbul (Vol.18).
  • Loeb, S., Fuller, B., Kagan, S. L., & Carrol, B. (2004). Child care in poor communities: early learning effects of type, quality, and stability. Child Development, 75(1):47–65.
  • Magnuson, K., Lahaie, C., & Waldfogel, J. (2006). Preschool and school readiness of children of immigrants. Social Science Quarterly, 87(5):1241–1262.
  • Maneva, B. (2004): 'Maman, je suispolyglotte!’: A Case study of multilingual language acquisition from 0 to 5 years. International Journal of Multilingualism, 1(2):109-122.
  • Matthews, H., & Even, D. (2010). Early education programs and children of immigrants: learning each other’s language. Washington, DC: The Urban Institute.
  • McCartney, K., Dearing, E., Taylor, B. A., & Bub, K. L. (2007). Quality child care supports the achievement of low-income children: direct and indirect pathways tthrough caregiving and the home environment. Journal of Applied Developmental Psychology, 28(5–6):411-426.
  • Mistry, R. S., Biesanz, J. C., Chien, N., Howes, C., & Benner, A. D. (2008). Socioeconomic status, parental investments, and the cognitive and behavioural outcomes of low-income children from immigrant and native households. Early Childhood Research Quarterly, 23(2):193-212.
  • Mushi, S.L.P. (2002). Acquisition of multiple languages among children of immigrant families: parents' role in the home-school language pendulum. Early Child Development and Care, 172(5):517-530
  • National Agency for Education (2006). Curriculum for the Preschool Lpfö 98.Stockholm: Fritzes.
  • OECD (2010). Equal opportunities? The labour market integration of the children of immigrants: the labour market integration of the children of immigrants, Paris:OECD Publishing
  • OECD (2013). Discrimination against immigrants: measurement, incidence and policy instruments, in OECD, International Migration Outlook 2013, OECD Publishing. doi: 10.1787/migr_outlook-2013-7-en
  • OECD (2001). Starting strong: early childhood education and care, Paris:OECD Publishing. doi: 10.1787/9789264192829-en
  • OECD (2006). Starting strong II: early childhood education and care. Paris:OECDPublishingRetrieved from http://www.oecd.org/newsroom/37425999.pdf
  • OECD (2011). Starting srong III: early childhood education and care, Paris:OECD Publishing. doi:10.1787/9789264123564-en
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  • Otterup, T. (2012a). Multilingual and multicultural schools in Sweden -rhetoric and reality. In E., Winters-Ohle, B. Seipp, B. Ralle, (Eds), Lehrer fürschülermitmigrationsgeschichte - sprachlichekompetenzimkontextinternationalerkonzepte der lehrerbildung (pp. 175-182) Münster: Waxmann.
  • Otterup, T. (2012b). Multilingual development and teacher training in a multicultural society - the Swedish example. In E., Winters-Ohle, B. Seipp, B. Ralle, (Eds), Lehrer für Schülermit Migrationsgeschichte – Sprachliche Kompetenzim Kontextinternationaler Konzepte der Lehrerbildung (pp. 164-172) Münster: Waxmann.
  • Passel, J. S. (2011). Demography of immigrant youth: past, present, and future. The Future of Children, 21(1):19-41.
  • Pásztor, A. (2008). The Children of guest workers: Comparative analysis of scholastic achievement of pupils of Turkish origin throughout Europe. Intercultural Education, 19(5): 407-419.
  • Pavlovskaia, E. (2001).Education of immigrant children at the pre-school level in Sweden: an empirical study of how the education of immigrant children is conducted in practice. (Master Thesis, Department of Education, Lund University, Lund, Sweden) Retrived from http://lup.lub.lu.se/luur/download?func=downloadFile&recordOId=1356970&fileOId=1356971
  • Pramling Samuelsson, I., & Sheridan, S. (2009). Preschool quality and young children’s learning in Sweden. International Journal of Child Care and Education Policy, 3(1):1-11
  • Rao, N., Sun, J., Zhou, J., & Zhang, L. (2012). Early achievement in rural china: the role of preschool experience. Early Childhood Research Quarterly, 27(1):66-76.
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There are 79 citations in total.

Details

Journal Section Articles
Authors

Mehmet Toran

Publication Date October 1, 2016
Published in Issue Year 2016 Volume: 5 Issue: 3

Cite

APA Toran, M. (2016). DOES PRESCHOOL EDUCATION HELP IMMIGRANT CHILDREN REACH THEIR NATIVE PEERS’ ACADEMIC LEVELS?: A CASE OF TURKISH IMMIGRANT CHILDREN IN SWEDEN. Bartın University Journal of Faculty of Education, 5(3), 652-668.

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Bartın University Journal of Faculty of Education