Chwastek S.

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Socio-Emotional Problems and Learning Skills of Roma and Recently Arrived Refugee Children in German Elementary Schools
Background: In Germany, many recently arrived and minority families live in multi-ethnic, high-poverty districts. Multiple risk factors threaten their children s development. Aims: We examined the socio-emotional problems of these children in relation to their academic learning skills and executive functioning. Method: We compared teacher-rated socio-emotional problems of n = 112 Roma children (90% foreign-born), n = 101 refugee children…
2022
Busch J. Leyendecker B. Chwastek S.
Caregivers Teachers & educational staff English Access & participation Germany Primary education Socio-economic status Cognitive learning & development Cross-sectional study Correlational analysis Socio-emotional learning & development
Pre-school Teachers’ Stereotypes and Self-Efficacy are Linked to Perceptions of Behavior Problems in Newly Arrived Refugee Children
Introduction: Since 2015, increased numbers of refugee families with pre-school-aged children have arrived in Germany. In pre-schools, teachers' professional competence for teaching those children and adapting to their socio-emotional needs has become increasingly important. Previous research linked teachers' stereotypes and cultural beliefs to their self-efficacy and enthusiasm when teaching immigrant children. This study investigated the links between domains of pre-school…
2021
Busch J. Leyendecker B. Chwastek S. Heithausen A. Ballero Reque C.
Caregivers Teachers & educational staff Gender English Germany Experimental & quasi-experimental study Surveys & questionnaire Early childhood education Cross-sectional study Randomised control trial Socio-emotional learning & development Regression analysis Vocational & technical education Adult education & training