Video-Based Validity Analyses and Interrelations between Measures of Early Childhood Competencies and Learning Environments (ViVA II)

从出生开始，儿童的成绩一方面受到儿童特征和先决条件的影响，另一方面受到不同学习环境特征的影响。尽管有许多关于儿童早期发展的研究，但对这个年龄段儿童特征与学习环境（以及学习环境彼此之间的相互作用）的相互作用知之甚少。具体而言，有代表性的纵向大规模研究，调查这一研究领域的研究很少，部分过时，在德国仍然完全缺失。由于产假和日托条例以及文化上的态度影响着家庭和外部日托学习环境，各国之间差异很大，因此必须谨慎地从这些研究中得出一般结论，特别是针对德国情况的结论。国家教育小组研究（NEPS）的出生队列研究旨在缩小这一差距，并将提供基于不同测量点的纵向信息（第一波，7个月大的孩子，第二波，15个月大的孩子，第三波，26个月大的孩子，第四波，37个月大的孩子）。信息不仅从家长报告中收集，还从家庭环境中测试情况和亲子互动的视频数据中收集（n = 3,481）。儿童测试使用(a)习惯化/非习惯化范式评估早期注意力和学习能力，以及(b)项目改编自Bayley婴儿发展量表的修订版。此外，关于孩子和家庭学习环境的信息是通过录像亲子互动提供的。建立ViVA项目是为了验证NEPS数据，并通过特别关注领域特定能力和交互行为来丰富NEPS的科学使用文件（SUF）。ViVA I和II项目的目标包括：(1)验证NEPS数据，(2)在NEPS SUF中添加儿童特征和学习环境的进一步指标，以及(3)提供与家庭和日托学习环境相关的（特定领域的）能力发展的实质性分析。ViVA I侧重于验证和分析NEPS数据的波1和波2，而ViVA II应该关注波3，即家庭和外部日托学习环境，以及纵向分析。

From birth on, child outcomes are influenced by both child characteristics and preconditions on the one hand and by characteristics of different learning environments on the other. Despite many studies on early child development, relatively little is known about the interaction of child characteristics and learning environments (and the mutual interaction of learning environments with each other) in this age. Specifically, representative longitudinal large-scale studies that investigate this field of research are sparse, partially outdated, and still missing completely in Germany. As maternal leave and day-care regulations as well as culturally contingent attitudes influence home and external day-care learning environments and differ widely between countries, general conclusions as well as conclusions for the German context in particular have to be drawn with caution from these studies. The birth cohort study of the National Educational Panel Study (NEPS) aims to close this gap and will provide longitudinal information based on different measurement points (Wave 1 with children at the age of 7 months, Wave 2 at the age of 15 months, Wave 3 at the age of 26 months, and Wave 4 at the age of 37 months). Information is not only gleaned from parents reports but also from video data of test situations and parent-child interaction in a household setting (n = 3,481). Children are tested using (a) a habituation/dishabituation paradigm assessing early attentional and learning abilities as well as (b) items adapted from a revised version of the Bayley Scales of infant development. In addition, information about the child and the home learning environment is given by video-taped parent-child interactions. The ViVA project was established to validate NEPS data and to enrich the Scientific Use File (SUF) of the NEPS with a special focus on domain-specific competencies and interaction behaviour. Aims of the ViVA I and II project cover: (1) validation of NEPS data, (2) adding further indicators of child characteristics and learning environments to the NEPS SUF, and (3) providing substantive analysis of (domain-specific) competence development in relation to the home and the day-care learning environment. While ViVA I focuses on validation and analysis of Waves 1 and 2 of the NEPS data, ViVA II should focus on wave 3, on the home and the external day-care learning environment, and on longitudinal analyses.