Aktuelle Publikationen

Boese, J., Busch, J., Leyendecker, B., & Scherger, A. L. (2023). Supporting second language acquisition of bilingual preschool children through professionalization of caregivers in specialized preschool programs. Frontiers in Psychology, 14, 1149447. https://doi.org/10.3389/fpsyg.2023.1149447

Leyendecker, B. (2023). Zugewanderte Familien: Zunehmende Diversität ihrer Erfahrungen und Erwartungen. In B. Lamm (Hrsg.), Handbuch interkulturelle Kompetenz in der Kita (S. 57-67). Freiburg i.B.: Herder.

Leyendecker, B. (2023). Schüchtern oder außer Rand und Band? Kinder mit Fluchterfahrungen in der Kita. In B. Lamm (Hrsg.), Handbuch interkulturelle Kompetenz in der Kita (S. 248-259). Freiburg i.B.: Herder.

Busch, J., Haehner, P., Spierling, S., & Leyendecker, B. (2023). Socio-emotional adjustment throughout the COVID-19 pandemic: A longitudinal study of elementary school-aged children from low-income neighbourhoods. Stress and Health, 1-14. https://doi.org/10.1002/smi.3238

Busch, J., Buchmüller, T., & Leyendecker, B. (2023). Implementation and quality of an early childhood education program for newly arrived refugee children in Germany: An observational study. International Journal of Child Care and Education Policy, 17:3. https://doi.org/10.1186/s40723-023-00105-8

Busch, J., Bleckmann, C., Schettgen, L., Krey, E., & Siefen, G. (2023). A cross-sectional study of children’s irritability determining the links between their ego-resilience and symptoms of anxiety and depression. Journal of Emotional and Behavioral Disorders, 0(0). https://doi.org/10.1177/10634266221149361

Busch, J., & Yoshikawa, H. (2022). Refugee Policies and Parenting in the United States and Germany. In A. S. Morris & J. Mendez Smith (Eds.), The Cambridge Handbook of Parenting (pp. 514–535). Cambridge University Press. https://doi.org/10.1017/9781108891400.029

Chwastek, S., Leyendecker, B., & Busch, J. (2022). Socio-emotional problems and learning skills of Roma and recently arrived refugee children in German elementary schools. European Journal of Health Psychology, 29(1), 38-49. https://doi.org/10.1027/2512-8442/a000096

Bleckmann, C., Leyendecker, B., & Busch, J. (2022). Sexual and Gender Minorities Facing the Coronavirus Pandemic: A Systematic Review of the Distinctive Psychosocial and Health-related Impact. Journal of Homosexuality, 0(0), 1–22. https://doi.org/10.1080/00918369.2022.2074335

Kohl, K., Bihler, L.-M., Agache, A., & Leyendecker, B., & Willard, J. A., (2022). Do peers matter? Peer effects on young children’s vocabulary gains in German classrooms. Journal of Educational Psychology, 114(1), 161-176. https://doi.org/10.1037/edu0000522 

Willard, J. A., Leyendecker, B., Kohl, K., Bihler, L. M., & Agache, A. (2022). Does variation in early childhood education matter more for dual language learners’ than for monolingual children’s language development?. Applied Developmental Science, 26(4), 704-725. https://doi.org/10.1080/10888691.2021.1978845

Leyendecker, B. & Golembe. J. (2022). Einstellungen, Diskriminierungen und Vielfalt in Deutschland. In K. Nowacki, K. Sambisch, & S. Remiorz (Hrsg.). Junge Männer in Deutschland. Einstellungen junger Männer mit und ohne Zuwanderungsgeschichte zu Sender und LSBTI (S. 5-7). Wiesbaden: Springer Nature.

Busch, J., Cabrera, N., Ialuna, F., Buchmüller, T. & Leyendecker, B. (2022). Links between refugee children’s pre-academic skills and socio-emotional distress with attendance of early childhood development programs. Early Education and Development. 33(8), 1304-1325. https://doi.org/10.1080/10409289.2021.1970427