#9597. Does variation in early childhood education matter more for dual language learners’ than for monolingual children’s language development?

December 2026publication date
Proposal available till 14-05-2025
4 total number of authors per manuscript5500 $

The title of the journal is available only for the authors who have already paid for
Journal’s subject area:
Developmental and Educational Psychology;
Life-span and Life-course Studies;
Applied Psychology;
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Abstract:
Can early childhood education (ECE) support the societal language development of children from linguistically diverse backgrounds? This study examined how existing variation in classroom interaction quality (CLASS Pre-K), classroom composition (percentages of children from low-income backgrounds and dual language learners [DLLs]), and duration of attending German ECE were related to language trajectories from 30 to 73 months of age (n = 519 children in 154 classrooms). DLL status served as a focal moderator and parental education was considered as an additional moderator.
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