ABSTRACT

Notwithstanding their relevance to children’s cognitive development, home literacy activities of preschool children with migration backgrounds have only been partly explored. Therefore, the current understanding of this topic, particularly in a German setting remains incomplete. This study aimed to evaluate the differences between preschool children with and without migration backgrounds with respect to both the exposure rate of home literacy activities and the connection between home literacy activities and receptive vocabulary. The study used data from the German National Educational Panel Study, Starting Cohort Newborns. Using a structural equation model, this study confirms that children with migration backgrounds were less exposed to informal literacy activities compared to German children. Interestingly, the opposite result was found for formal literacy activities. Furthermore, the results of the multigroup analysis suggests that the inferiority of children with migration in receptive vocabulary is attributed to their low exposure to informal literacy activities .

摘要

尽管它们与儿童的认知发展相关，但对具有移民背景的学龄前儿童的家庭识字活动只进行了部分探索。因此，目前对该主题的理解，特别是在德国环境中的理解仍然不完整。本研究旨在评估有和没有移民背景的学龄前儿童在家庭扫盲活动的接触率以及家庭扫盲活动与接受词汇之间的联系方面的差异。该研究使用了来自德国国家教育小组研究的数据，Starting Cohort Newborns。本研究使用结构方程模型证实，与德国儿童相比，具有移民背景的儿童较少接触非正式扫盲活动。有趣的是，正规扫盲活动的结果正好相反。此外，多组分析的结果表明，迁移儿童在接受词汇方面的劣势归因于他们较少接触非正式的扫盲活动。