Research
The specificity and the development of social-emotional competence in a multi-ethnic-classroom
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* Corresponding author: Katja Petrowski katja.petrowski@tu-dresden.de
1 Dept of Psychotherapy & Psychosomatic Medicine, University Hospital Carl Gustav Carus, University of Technology Dresden, Fetscherstr. 74, 01307 Dresden, Germany
2 University of Basel, Department of Child and Adolescent Psychiatry, Schaffhauserrheinweg 55, CH – 4058 Basel, Switzerland
3 Dept of Psychosomatic Medicine Research and Family Therapy University of Heidelberg, Bergheimer Strasse 54, 69115 Heidelberg, Germany
Child and Adolescent Psychiatry and Mental Health 2009, 3:16 doi:10.1186/1753-2000-3-16
Published: 28 May 2009Abstract
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.