Pre-schoolers’ development during the COVID-19 shutdowns – a mixed-methods secondary analysis

德国托儿所的法定任务是支持儿童获得基本的学校技能和能力，为即将到来的小学过渡做准备。研究强调了这一重要任务，并表明，幼儿教育对于使学龄前儿童在基本学校技能(如语言和数学)、社会情感和运动能力发展方面为从幼儿园过渡到小学做好准备至关重要。学校的基本技能以及社交情绪和运动能力的发展反过来又预示着未来的学校成绩和学校的成功。然而，由于新冠肺炎疫情的蔓延，德国大多数学龄前儿童的托儿所在2020年3月16日至5月28日以及2020年12月16日至2021年3月1日期间再次关闭(决定由联邦州做出)。提交的二次分析申请书利用了一个实用教学项目的现有数据，该项目旨在为学龄前儿童在过渡前的最后一年和入学第一年期间提供教育支助。Focus项目的第一个分目标是对现有的定量数据(来自标准化的入侵检测系统2对N=57名学龄前儿童的岗前状态诊断)和定性访谈数据进行二次分析，了解学龄前儿童在新冠肺炎关闭前后的基本学校技能、运动技能和社交情感能力以及他们自己、父母以及专业人士的观点的发展情况。初步调查结果强调了托儿所在支持儿童早期教育和儿童发展方面向学校过渡方面的特殊作用。到目前为止，对于学龄前儿童在新冠肺炎关闭过程中的整体教育、运动和社交情绪发展，以及他们如何应对过渡到小学的问题，缺乏深入的了解。尽管许多新冠肺炎研究项目使用了回溯性调查，但本文提出的二次分析将使用标准化的学龄前儿童测试前和测试后数据以及定性访谈数据。定性和定量数据作为一个密集而独特的数据集，对于学龄前儿童的基本学校技能、运动技能和社交情感能力，以及儿童、(托儿所)教师和家长如何经历幼儿教育机构关闭的问题，似乎是有希望的？总体目标是编写和提交两份双盲同行审查出版物和至少两份会议发言。

Nurseries in Germany have a legal mandate to support children’s acquisition of basic school skills and competences in preparation for the upcoming transition to primary school. Research underlines this important mandate and shows that early childhood education is crucial to prepare pre-schoolers for transition from nursery to primary school with respect to basic school skills (e.g. language and mathematics), social-emotional and motoric development. Basic school skills as well as social-emotional and motoric development in turn predict future school achievements and school success. Due to the COVID-19 pandemic however, nursery institutions in Germany were shut down for most pre-schoolers from 16th March to 28th May 2020 and again from 16th December 2020 to 1st March 2021 (decisions were made by the federal states). The presented application for a secondary analysis draws on existing data from a practical pedagogical project from the time of the shutdown designed to provide pre-schoolers with educational support during their final nursery year prior to transition and during their first year of school. The first sub-goal of the focus project is to conduct a secondary analysis of existing quantitative (from standardised IDS-2 pre-post-post status diagnostic of N=57 pre-school children) and qualitative interview data on the development of pre-schoolers’ basic school skills, motor skills and social-emotional competences and their own, their parents’ as well as professionals’ perspectives before and after the COVID-19 shutdown. Preliminary findings stress the particular role of nurseries in supporting the transition to school with regard to early childhood education and childhood development. Insights into pre-schoolers’ overall educational, motoric and social-emotional development over the course of the COVID-19 shutdowns and how they coped with the transition into primary school are lacking so far. While many COVID-19 research projects draw on retrospective surveys, the presented secondary analysis will draw on standardised pre- and post-test data from pre-schoolers as well as qualitative interview data. Together, the qualitative and quantitative data serve as a dense and unique data set that seems promising with regard to the questions on how basic school skills, motor skills and the social-emotional competences of pre-schoolers and how children, (nursery) teachers and parents experienced the shutdown of early childhood education institutions? The overall goal is to prepare and submit two double-blind peer review publications and a minimum of two conference presentations.