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

儿童生命的最初几年为进一步发展以及教育机会和成功设定了道路。在儿童仅3岁时，各个发展领域的社会差距就已经很明显。从生物生态发展模式的角度来看，发展进程受到不同学习环境的特点和（发展中）儿童的特点和能力的影响。虽然家庭环境是幼儿期的中心学习环境，但它越来越多地得到外部日托环境的补充（尽管在时间点，程度和形式方面有所不同）。虽然一些纵向研究已经解决了早期儿童的特点，家庭学习环境（HLE），早期机构和家庭儿童保育和教育（ECEC）在德国之间的相互作用，这些相互作用在非常早期的发展阶段，以及它们如何影响以后的发展所知甚少。从现有的国际研究中得出的结论必须谨慎，因为各国的产假和日托规定差异很大，而且在使用和安排HLE和ECEC方面也存在差异。此外，德国现有的几个代表性的大规模研究是横向的，而且部分过时，因为3岁以下儿童的日托规定已经发生了根本性的变化，国家教育小组研究（NEPS）的婴儿队列研究（SC 1）的数据可以弥补这一差距。这项大型纵向研究始于2012年，共有3500名7个月大的儿童参与。因此，它包括第一批儿童和他们的父母暴露于改变日托情况在德国。在即将到来的SPP（第三阶段）的2年资助阶段，将提供涵盖SC 1的6个面板波的纵向数据，包括婴儿早期和5岁以下的儿童。在整个波中，评估和提供关于HLE、ECEC和各种儿童特征的信息。目前仍在运行的SPP-ViVA项目验证了NEPS评估，并丰富了科学使用文件（SUF），特别关注特定领域能力的早期前兆，交互行为以及HLE和ECEC的质量。后续项目ViVA plus将利用国家教育政策SC 1和ViVA项目的数据，重点是对幼儿期直至第六阶段的纵向分析，此时儿童正接近向学校过渡。ViVAplus项目的主要目的是：（1）描述代表性样本的实际护理安排;（2）生成综合指标，为ViVAplus中进行的分析奠定基础（这些指标将在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。

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the few existing representative large-scale studies in Germany are cross-sectional and, in addition, partially outdated, because day-care regulations for children under the age of 3, have changed fundamentally.Data from the infant cohort study (SC1) of the National Educational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.