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和学习环境的相互作用（以及学习环境之间的相互作用）知之甚少。具体而言，在德国，调查这一研究领域的代表性纵向大规模研究很少，部分过时，仍然完全缺失。由于产假和日托规定以及文化上的态度影响家庭和外部日托学习环境，而且各国之间差异很大，因此必须从这些研究中谨慎地得出一般性结论以及特别是针对德国情况的结论。国家教育小组研究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个月大的儿童;第二波，15个月大的儿童;第三波，26个月大的儿童;第四波，37个月大的儿童）。信息不仅来自父母的报告，还来自家庭环境中测试情况和亲子互动的视频数据（n = 3，481）。使用（a）评估早期注意力和学习能力的习惯化/去习惯化范式以及（B）改编自婴儿发育贝利量表修订版的项目对儿童进行测试。此外，有关儿童和家庭学习环境的信息是通过录像带父母与儿童的互动。ViVA项目的建立是为了验证国家环境政策系统的数据，并丰富国家环境政策系统的科学使用文件，特别侧重于特定领域的能力和互动行为。ViVA I和II项目的目标包括：（1）验证国家环境政策数据，（2）在国家环境政策SUF中增加关于儿童特征和学习环境的进一步指标，（3）对与家庭和日托学习环境有关的（特定领域）能力发展进行实质性分析。虽然ViVA I侧重于验证和分析NEPS数据的第一波和第二波，但ViVA II应侧重于第三波，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representative longitudinal large-scale studies that investigate this field of research are sparse, partially outdated, and still missing completely in Germany.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.