Accompanying Study of the Marte Meo method in daycare centres

This project investigates the impact of implementing the Marte Meo method in daycare centres on the professional competencies of preschool teachers, as well as on team and leadership processes at the institutional level.

Theoretical Background

Successful education programmes can have long-term positive effects on children's development (Kluczniok, 2017). In particular, the quality of interactions between children and preschool teachers plays a crucial role in determining the extent and consistency of these effects (Anders, 2013).

The Marte Meo method, applied in a daycare setting, uses video-based coaching to enhance and support preschool teachers in their interactions with children. Everyday situations are recorded and reviewed in group settings. The video analysis focuses on identifying and reinforcing positive interactions and supportive behaviours in order to improve pedagogical practices in daily routines (Arts et al., 2014; Marte Meo International, n.d.). To date, the Marte Meo method has not been comprehensively evaluated.

Therefore, FRÖBEL daycare centres in Berlin are being evaluated as part of this project. Staff members will complete training in the Marte Meo method and initiate an organisational development process based on the newly acquired method.
As part of the accompanying study, both centre managers and preschool teachers who have participated in the training, as well as centre managers and preschool teachers from FRÖBEL daycare centres in Hamburg who have not undergone Marte Meo training, will be surveyed online at two points in time (before and after the implementation of the training) .
The focus of the survey lies on selected professional competencies of the preschool teachers, which may interact with leadership and team dynamics at the institutional level.

The sample includes approximately 60 centre managers and 240 preschool teachers.

Research Focus

1. What changes in team and leadership processes within the institutions are perceived by centre managers as a result of implementing the Marte Meo method?
2. How do selected professional competencies of preschool teachers change after learning the Marte Meo method?

Project leader
Univ.-Prof. Dr. Katharina Kluczniok

Project staff
Charlotte Enß, M.A.
Anastasia Pastushenko, Student Assistant

Project duration
September 2025 to December 2026

Project Partner and sponsor
FRÖBEL e.V.