Long-term effects of early global and domain-specific educational experiences and developments: An interdisciplinary longitudinal study (BiKSplus).

过去几十年大规模纵向研究的积累证据揭示了幼儿教育对儿童从幼儿期到青春期早期发展的重要性。然而，研究结果产生了一种不一致的结果模式。这可能是因为关于早期儿童保育的质量指标和正在调查的结果衡量标准的研究在概念化和可操作性方面有很大的不同。此外，许多研究没有考虑到不同环境或个别儿童的特征和经历(例如，在不同时间点入学)之间的共同影响和可能的相互作用。此外，许多研究侧重于短期影响，特别是关于特定领域促进的影响的研究。因此，本研究调查了家庭和学龄前早期经历对青春期早期不同结果测量的长期影响，同时考虑了早期儿童的特征及其发展，以及在入学的特定时间点(早期、晚期、定期)在学校系统中取得的经验。特别是，在家庭和机构学习环境(学前班)中，早期特定领域(算术、识字、语言刺激)和全球(社会-情绪氛围、结构)推广对特定领域发展进展和测量(数学、阅读和语言)以及更全球性(元认知、生活成功、社会-情绪方面)结果测量的长期影响被调查。相应地，这些测量将在儿童大约11岁和12岁(6年级和7年级)时的两个评估点收集。目前这项研究的一个具体特点是，已经有了10个测量点的纵向评估数据，包括重复测量的儿童发展的全球和特定领域的指标、早期家庭学习环境和学前班的特定领域和全球质量的指标，以及关于儿童入学日期的信息。通过对研究参与者的有计划的重新评估，这些高质量的数据将使研究小组能够分析发展进展和学习环境、儿童个体特征和发展以及3至12岁入学的不同时间点的影响--这项研究在德国迄今是前所未有的。

Accumulating evidence of large-scale longitudinal studies over the past decades has revealed the importance of early childhood education for children's development from early childhood to early adolescence. However, research findings have produced an inconsistent pattern of results. This may be due to the fact that studies vary remarkably in their conceptualisations and operationalizations regarding both the quality indicators of early child care and the outcome measures under investigation. Furthermore, many studies fail to account for concurrent effects and possible interactions between different environments or individual child characteristics and experiences (e.g., school entry at different points in time). Additionally, many studies focus on short-term effects, particularly those studies dealing with effects of domain-specific promotion.The current study therefore investigates the long-term effects of early experiences at home and in preschool on different outcome measures in early adolescence, while considering early child characteristics and their development as well as experiences made in the school system at specific time points of school enrolment (early, late, regular). In particular, long-term effects of early domain-specific (numeracy, literacy, language stimulation) and global (social-emotional climate, structures) promotion at home and in institutional learning environments (preschool) on domain-specific developmental progress and measures (mathematics, reading, and language) and on more global (metacognition, life success, social-emotional aspects) outcome measures are investigated.Correspondingly, those measures will be collected at 2 assessment points when children are about 11 and 12 years old (Grade 6 and 7). A specific feature of the current study is that longitudinally assessed data of 10 measurement points are already available, including repeatedly measured indicators of global and domain-specific aspects of child development, of domain-specific and global quality of the early home learning environment and preschool, as well as information on the children's date of school entry. Through the planned reassessment of study participants, these high-quality data will enable the research team to analyse developmental progress and the effects of the learning environments, individual child characteristics and developments, and different time-points of school enrolment through the ages 3 to 12 - a study which is unprecedented in Germany so far.