Impact of early childcare arrangements and the home-learning environment on child development (ViVAplus)

早期托儿安排和家庭学习环境对儿童发展的影响 (ViVAplus)

• 批准号: 390333884
• 负责人: Professor Dr. Hans-Günther Roßbach
• 金额: --
• 依托单位: Lehrstuhl für Elementar- und Familienpädagogik
• 依托单位国家: 德国
• 项目类别: Infrastructure Priority Programmes
• 财政年份: 2017
• 资助国家: 德国
• 起止时间: 2016-12-31 至 2023-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/390333884?language=en
• 关键词: Impact; early; childcare; arrangements; home

The very first years in the life of a child set the course for further development as well as educational opportunities and success. Social disparities in various domains of development already become apparent when children are merely 3 years of age. Viewed from the perspective of a bioecological model of development, developmental progress is influenced by the characteristics of different learning environments and the (developing) child characteristics and competencies. While the home context is the central learning environment in early childhood, it is supplemented increasingly (though differently with respect to time point, extent, and format) by external day care environments. Whereas some longitudinal studies have addressed the interaction between early child characteristics, the home-learning environment (HLE), and early institutional and family childcare and education (ECEC) in Germany, less is known about these interactions in the very early phases of development and how they impact on later developments. Conclusions from existing international studies have to be drawn with caution, because maternal leave and day-care regulations differ widely across countries and are accompanied by differences in the use and arrangements of HLE and ECEC. Moreover, the few existing representative large-scale studies in Germany are cross-sectional and, in addition, partially outdated, because day-care regulations for children under the age of 3, have changed fundamentally.Data from the infant cohort study (SC1) of the National Educational Panel Study (NEPS) make it possible to close this gap. This large-scale longitudinal study started in 2012 with 3500 7-month-old children. Thus, it includes the first cohort of children and their parents exposed to the changed day care situation in Germany. Within the upcoming 2-year funding phase of the SPP (3rd phase), longitudinal data covering 6 panel waves of the SC1 will be available that encompass early infancy and childhood up to the age of 5 years. Throughout the waves, information on HLE, ECEC, and various child characteristics are assessed and provided. The still running SPP-ViVA project validates NEPS assessments and enriches the Scientific Use File (SUF) with a special focus on early precursors of domain-specific competencies, interaction behavior, and the quality of HLE and ECEC. The follow-up project ViVAplus will draw on data from the NEPS SC1 and the ViVA project with a focus on longitudinal analyses across early childhood up to Wave 6 when children are approaching the transition to school. The main aims of the ViVAplus project are: (1) to describe the actual care arrangements of the representative sample; (2) to generate comprehensive indicators that set the stage for the analyses to be conducted in ViVAplus (these will be provided in the SUF); (3) to investigate the impact of HLE and ECEC on child development; and (4) to study the interactions between HLE, ECEC, and child characteristics.

儿童生命的最初几年为进一步发展以及教育机会和成功奠定了基础。在儿童只有3岁的时候，各个发展领域的社会差距就已经很明显了。从生物生态学发展模式的角度来看，发展进程受到不同学习环境的特点以及儿童(发展中的)特征和能力的影响。虽然家庭环境是儿童早期学习的中心环境，但外部日托环境越来越多地对其进行补充(尽管在时间点、范围和形式上有所不同)。虽然一些纵向研究探讨了德国早期儿童特征、家庭学习环境(HLE)和早期机构和家庭育儿和教育(ECEC)之间的相互作用，但对这些在发展非常早期阶段的相互作用及其对以后发展的影响知之甚少。必须谨慎地从现有的国际研究中得出结论，因为各国的产假和日托规定有很大不同，并伴随着HLE和ECEC的使用和安排的差异。此外，德国现有的少数具有代表性的大规模研究是横断面的，而且部分过时，因为针对3岁以下儿童的日托法规已经发生了根本性的变化。国家教育小组研究(NINS)的婴儿队列研究(SC1)的数据使缩小这一差距成为可能。这项大规模的纵向研究始于2012年，对象是3500名7个月大的儿童。因此，它包括了第一批暴露在德国日托情况变化中的儿童及其父母。在即将到来的SPP两年筹资阶段(第三阶段)，将提供涵盖SC1的6个小组波的纵向数据，涵盖早期婴儿期和5岁以下的儿童。在整个过程中，评估和提供有关HLE、ECEC和各种儿童特征的信息。仍在运行的SPP-VIVA项目验证了NEP评估，并丰富了科学使用文件(SUF)，特别关注特定领域能力、交互行为以及HLE和ECEC质量的早期先兆。后续项目ViVAplus将利用NEP SC1和VIVA项目的数据，重点是对儿童接近上学过渡阶段的幼儿期至第6波的纵向分析。ViVAplus项目的主要目标是：(1)描述具有代表性的样本的实际照料安排；(2)生成综合指标，为在ViVAplus中进行的分析奠定基础(这些将在SuF中提供)；(3)调查HLE和ECEC对儿童发展的影响；以及(4)研究HLE、ECEC和儿童特征之间的相互作用。