Variables involved in personal, social and school adjustment in a simple of preschool-aged children from different cultural backgrounds
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2013Referencia bibliográfica
Calero, M.D., Fernández-Parra, A., López-Rubio, S., Carles, R., Mata, S., Vives, M.C., Navarro, E., y Márquez, J. (2013). Variables involved in personal, social and school adjustment in a simple of preschool-aged children from different cultural backgrounds. European Journal of Psychology of Education, 28, 133-155. DOI 10.1007/s10212-012-0107-8
Resumen
The continuing incorporation of immigrant populations into the Spanish
educational system poses an important challenge in that all participants must cooperate
toward creating the best possible adaptation process at the academic level as well as on
the personal and social levels. A number of different factors appear to influence
children’s adjustment during the preschool stage, and these factors are especially
relevant since many studies have shown that this is a key period for the prevention
of future difficulties. The present study examines the variables involved in the adaptation
of a group of preschool-aged children from different cultural backgrounds in Spain.
The results indicate that preschoolers, regardless of their background, have similar
performance and learning potential, with language proficiency being the factor that
most clearly affects the other variables investigated. It was also found that children’s
attitudes toward learning were related to the presence of behavioral difficulties and with
the quality and type of parental child-rearing practices. These practices appear to be
related to a number of difficulties immigrant children may experience on personal and
social levels.