Promoting early academic skills in daycare settings (in areas such as reading, language, mathematics, and science) does not mean early “teaching” of school subjects, but rather area-specific support and cultivation that is geared toward children’s experiences and perceptions. Children from families with less education and those with immigrant backgrounds currently display deficits in their language and non-language skills early on, even at the start of their time in preschool or daycare (Dubowy et al., 2008). The goal of early education facilities is to help compensate for these children’s disadvantages in particular. So far, there has been little empirical evidence regarding the design of education and the effects of early childhood education in Germany.
One area of focus for the department’s research lies in the empirical study of the following questions:
Current Research Projects:
(1) Evaluation of the “Frühe Chancen” (Early Chances) Initiative: daycare centers focusing on language and integration (supported by the German Federal Ministry of Family Affairs, Senior Citizens, Women and Youth)
(2) Evaluation of the federal programme "Sprach-Kitas: Weil Sprache der Schlüssel zur Welt ist" (supported by the German Federal Ministry of Familiy Affairs, Senior Citizens, Women and Youth)
(3) KIDZ Phase V: Kindergarten of the future in Bavaria – Follow-up-study on the effects of the KIDZ intervention in later school years (supported by the Jacobs Foundation )
(4) Certification study: validation study on the certification process for the foundation “Haus der kleinen Forscher” (Little Scientists' House) (supported by the foundation “Haus der kleinen Forscher”)
(5) AQuaFam: “Approaches for promoting the home learning environment” (supported by the Carina Stiftung)
(6) AQuaFam2: “Approaches for promoting the home learning environment” (supported by the Carina Stiftung)
(7) CARE: “Curriculum Quality Analysis and Impact Review of European ECEC”
(8) EASI-science: "Early Steps into Science"
(9) ECEC DIW: "Early childhood education and care quality in the Socio-Economic Panel" (supported by the Jacobs Foundation)
(10) ISOTIS „Inclusive Education and Social Support to Tackle Inequalities in Society“
(11) BRISE "Bremen Initiative to Foster Early Childhood Development"
(in cooperation with: University of Bremen, Leibniz Institute for Science and Mathematics Education (IPN), Max Planck Institute for Human Development, Heidelberg University, Leibniz Institute for Educational Trajectories (LIfBi), German Institute for Economic Research (DIW), German Institute for International Educational Research (DIPF), University of Bamberg)
Current Cooperative Activities:
In addition, cooperative activities with the following studies take place within the scope of this area of focus in the department’s research:
(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)
(3) HippoKID: Influence of starting school on child cognition (lead: Dr. Yee Lee Shing; Max Planck Institute for Human Development, Berlin)