Although a growing body of empirical evidence of the positive overall effects of high-quality preschool education has been collected in recent years in Germany and other countries, a closer look at the results shows that there are also major differences between studies and countries. How pronounced are the effects of preschool education, and how long do they last? Are there specific effects on certain groups of children? Can high-quality institutional care compensate for low-stimulus conditions at home? There are no uniform findings on these important questions on an international scale.
And yet, the issue of whether, and if so to what extent, results can be generalized beyond the regions where the data are collected and across cultural contexts is an essential one.
Current Research Projects:
(1) “Curriculum Quality Analysis and Impact Review of European ECEC” (CARE)
(2) ISOTIS „Inclusive Education and Social Support to Tackle Inequalities in Society“
Current Cooperative Activities:
There are currently cooperative relationships in place with the following studies to examine this issue:
(1) Education processes, selection decisions and the formation of educational decisions at preschool and elementary school age (Bildungsprozesse, Selektionsentscheidungen und die Formation von Bildungsentscheidungen im Vor- und Grundschulalter – BiKS)
(2) Effective Provision of Pre-, Primary and Secondary Education in England (EPPSE)
Comparative analyses are performed between England and Germany.