title: The specificity and the development of social-emotional competence in a multi-ethnic-classroom.
abstract: 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.
  
  
  CONCLUSIONS
  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.
authors.affiliation: Department of Psychotherapy & Psychosomatic Medicine, University Hospital Carl Gustav Carus, University of Technology Dresden, Dresden, Germany. katja.petrowski@tu-dresden.de
authors.forename: Katja
authors.initials: K
authors.lastname: Petrowski
authors.forename: Ulf
authors.initials: U
authors.lastname: Herold
authors.forename: Peter
authors.initials: P
authors.lastname: Joraschky
authors.forename: Agnes
authors.initials: A
authors.lastname: von Wyl
authors.forename: Manfred
authors.initials: M
authors.lastname: Cierpka