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

在过去的几十年里，越来越多的大规模纵向研究证据揭示了幼儿教育对儿童从幼儿到青少年早期发展的重要性。然而，研究结果产生了不一致的结果模式。这可能是由于有关幼儿保育质量指标和调查结果措施的研究在概念和操作方面存在显著差异。此外，许多研究未能考虑到不同环境或儿童个体特征和经历（例如，在不同时间点入学）之间的并发影响和可能的相互作用。此外，许多研究侧重于短期效果，特别是那些涉及特定领域推广效果的研究。因此，目前的研究调查了家庭和学前班的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和他们的发展，以及在入学的特定时间点（早期、晚期、常规）在学校系统中的经历。特别是，在家庭和机构学习环境（学前）中，研究了早期特定领域（算术、识字、语言刺激）和全球（社会情感气候、结构）促进对特定领域发展进步和措施（数学、阅读和语言）以及更全面的（元认知、生活成功、社会情感方面）结果措施的长期影响。相应的，这些指标将在孩子11岁和12岁左右（6年级和7年级）的2个评估点收集。本研究的一个特点是，已有10个测量点的纵向评估数据，包括儿童发展的全球和特定领域的反复测量指标，早期家庭学习环境和学前教育的特定领域和全球质量，以及儿童入学日期的信息。通过对研究参与者有计划的重新评估，这些高质量的数据将使研究团队能够分析学习环境的发展进程和影响，个体儿童的特征和发展，以及3至12岁的不同入学时间点-这是迄今为止在德国前所未有的研究。

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.