Analyzing early child development, influential conditions, and future impacts: prospects of a German newborn cohort study

Weinert, Sabine; Linberg, Anja; Attig, Manja; Freund, Jan-David; Linberg, Tobias

doi:10.1186/s40723-016-0022-6

Cited by 35 publications

(28 citation statements)

References 45 publications

(35 reference statements)

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“…ethnic groups, e.g. Bird et al 2016;Weinert et al 2016) are large enough to draw comparisons to other subgroups. The quality of the sample can be assessed by looking closely at the description of the sample selection.…”

Section: Sound Methodologymentioning

confidence: 99%

“…regions, ECEC providers, ECEC settings, groups and children, e.g. Anders et al 2016;Bird et al 2016;Weinert et al 2016) and make sure that the relevant subgroups (e.g. ethnic groups, e.g.…”

Section: Sound Methodologymentioning

confidence: 99%

“…However, it is possible to find good indications that a correlation might indeed be a causal relationship. Longitudinal data are considered to have several advantages compared to cross-sectional data as a source for such indications (for a more detailed description see Blossfeld et al 2009; see also Weinert et al 2016). For example, longitudinal data include temporal information by default and, thus, allow ordering of earlier and later events, and cross-sectional studies only exceptionally do so (for example when they collect retrospective information or traits that do not change, Wunsch et al 2010).…”

Section: How Longitudinal Studies May Provide Indications Of Causal Rmentioning

confidence: 99%

“…However, this can mean that researchers might be exploring questions that are not always aligned to urgent information needs of policy makers. The results will likely not be used to introduce immediate change to the ECEC sector but serve to learn more what exactly happens when ECEC professionals or parents are interacting with their children [see for example Weinert et al (2016) on their observation of mother-child interactions]. The two-way model can be seen as target-oriented since it addresses pressing policy questions and increases the probability that change will be introduced.…”

Section: Alignment Of Research and Policy Processes: Models Of Collabmentioning

confidence: 99%

“…According to authors in this issue, research has been used to inform policy actions in various ways: free part-time ECEC for children aged 3 to school-entry (came into effect in 2004) based on EPPSE findings (Melhuish 2016); extended role-out of the embedded language education approach combined with a system for professional support for the language experts in a new government-funded programme called 'Language preschools (Sprach-Kitas)' starting in 2016 (Anders et al 2016); more recent findings will still show whether and how they will manifest themselves in policy actions (Lee et al forthcoming;Weinert et al 2016). However, authors in this issue also point out that some policy actions were not solely supported by the research evidence but influenced by other factors such as public preferences.…”

Section: Translation Into Policiesmentioning

confidence: 99%

See 4 more Smart Citations

Key factors and challenges of research-informed policy making in ECEC: examples from longitudinal studies

Eberhart

Hahn

Seybel

2017

ICEP

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Section: Sound Methodologymentioning

confidence: 99%

“…regions, ECEC providers, ECEC settings, groups and children, e.g. Anders et al 2016;Bird et al 2016;Weinert et al 2016) and make sure that the relevant subgroups (e.g. ethnic groups, e.g.…”

Section: Sound Methodologymentioning

confidence: 99%

Section: How Longitudinal Studies May Provide Indications Of Causal Rmentioning

confidence: 99%

Section: Alignment Of Research and Policy Processes: Models Of Collabmentioning

confidence: 99%

Section: Translation Into Policiesmentioning

confidence: 99%

See 3 more Smart Citations

Key factors and challenges of research-informed policy making in ECEC: examples from longitudinal studies

Eberhart

Hahn

Seybel

2017

ICEP

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Introduction – Education, Competence Development and Career Trajectories

Blossfeld

Weinert

2023

Methodology of Educational Measurement and Assessment

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A lifespan perspective on development and education and corresponding longitudinal studies have long been proposed scientifically in many disciplines. However, even in the 2000s, little was known about education as a lifelong process or about the cumulative and interactive effects of learning that takes place in different educational settings across the lifespan and comprehensive longitudinal studies were rare. The German National Educational Panel Study (NEPS) was therefore designed to provide longitudinal data on educational trajectories and competence development from infancy to old age, and to make it possible to examine inter- and intraindividual changes and pathways in relation to family, educational institutions, workplaces, private life, and individual characteristics of the target persons. The data also addresses the institutions of the German educational system such as crèches and preschools, primary and secondary schools, vocational training, tertiary education, and opportunities of further learning in adulthood. It further enables the analysis of relevant monetary and non-monetary returns to education over the life course. The chapter briefly introduces important features of the multi-cohort sequence design of the NEPS and discusses the relevance of longitudinal data. Furthermore, it outlines Germany as a special case by introducing specific features of the German education system as well as some international comparative findings. Finally, an overview of the following chapters is given.

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Quality of Early Learning Environments: Measures, Validation, and Effects on Child Development

Weinert

Attig

Linberg

et al. 2023

Methodology of Educational Measurement and Assessment

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Individual differences and disparities in educationally relevant competencies and skills evolve from the very beginning of a child’s life. This chapter focuses on early learning environments as an important basis for acquiring those competencies and skills that depend and impact on education. Drawing on the Newborn Cohort Study of the German National Educational Panel Study (NEPS-SC1) and additional validation studies, we address and empirically evaluate different quality measures of parenting behaviour and extrafamilial childcare along with their effects on early child outcomes. Results highlight the importance of considering differentiated measures of early learning environments such as indicators of cognitive-verbal stimulation or parental responsive emotional support from the very beginning, because these relate differentially to various domains of early child development. Furthermore, although different facets of interaction quality are associated with socio-economic family characteristics (SES), they relate to each other only moderately. In addition, we report on the validity and effects of quality measures of early external childcare in the NEPS-SC1 and discuss the emergence of individual differences and SES-related disparities in early child development.

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Analyzing early child development, influential conditions, and future impacts: prospects of a German newborn cohort study

Cited by 35 publications

References 45 publications

Key factors and challenges of research-informed policy making in ECEC: examples from longitudinal studies

Key factors and challenges of research-informed policy making in ECEC: examples from longitudinal studies

Introduction – Education, Competence Development and Career Trajectories

Quality of Early Learning Environments: Measures, Validation, and Effects on Child Development

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