The specificity and the development of social-emotional competence in a multi-ethnic-classroom

被引：3
|
作者：
Petrowski K. [1 ]
Herold U. [1 ]
Joraschky P. [1 ]
von Wyl A. [2 ]
Cierpka M. [3 ]
机构：
[1] Department of Psychotherapy and Psychosomatic Medicine, University Hospital Carl Gustav Carus, University of Technology Dresden, 01307 Dresden
[2] University of Basel, Department of Child and Adolescent Psychiatry, CH - 4058 Basel
[3] Department of Psychosomatic Medicine Research, Family Therapy University of Heidelberg, 69115 Heidelberg
来源：
Child and Adolescent Psychiatry and Mental Health | / 3卷 / 1期
关键词：
Moral Reasoning; Interpersonal Conflict; Avoidance Strategy; Moral Theme; Kindergarten Classroom;
D O I：
10.1186/1753-2000-3-16
中图分类号：
学科分类号：
摘要：
Background: Ethnic diversity in schools increases due to globalization. Thus, the children's social-emotional competence development must be considered in the context of a multi-ethnic classroom. Methods: In this study, the social-emotional competence of 65 Asian-American and Latin-American children was observed at the beginning and the end of their kindergarten year. Results: Initially, significant differences existed among these ethnic groups in respect to moral reasoning. Furthermore, the male children showed more dysregulated aggression but the female children implemented more moral reasoning than their male counterparts. These ethnic specificities did not disappear over the course of the year. In addition, a significant change in avoidance strategies as well as expressed emotions in the narrative took place over the course of one year. Conclusion: Ethnic specificity in social-emotional competence does exist independent of gender at the beginning as well as at the end of the kindergarten year in a multi-ethnic kindergarten classroom. © 2009 Petrowski et al; licensee BioMed Central Ltd.
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