Die Folgen institutioneller Krippenbetreuung auf die kindliche Entwicklung – ein systematisches Review

Holl, Julia; Blachowiak, Thorsten Vidalón; Wiehmann, Janna; Taubner, Svenja

doi:10.1007/s00451-020-00416-3

Cited by 3 publications

(3 citation statements)

References 34 publications

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“…Children who attended institutional childcare before the age of two (at least 25 h/week) were rated as more social by their teachers than children who received care outside the family at a later age or not at all ( Andersson, 1989 ). A recent systematic review reveals that a positive effect of early institutional childcare on social behavior was found in all studies analyzed ( Holl et al, 2020 ). Within their review, Holl et al (2020) conclude a clear direction of the results that institutional childcare has rather a positive than a negative impact on children’s social well-being.…”

Section: Early External Childcare and Social Developmentmentioning

confidence: 99%

“…A recent systematic review reveals that a positive effect of early institutional childcare on social behavior was found in all studies analyzed ( Holl et al, 2020 ). Within their review, Holl et al (2020) conclude a clear direction of the results that institutional childcare has rather a positive than a negative impact on children’s social well-being. Children who attended institutional childcare were rated as more socially competent by their parents, and fewer behavioral problems were observed among them than among children without outside care.…”

Section: Early External Childcare and Social Developmentmentioning

confidence: 99%

“…Research on the effects of institutional childcare differs in the specific features of childcare that are analyzed, mainly quality, duration and intensity (for an overwiew: Melhuish et al, 2015 ; Holl et al, 2020 ). It is important to investigate the specific features in the contexts of the countries’ early childhood education and care systems, as they vary ( OECD, 2013 ).…”

Section: Introductionmentioning

confidence: 99%

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Differences in Children’s Social Development: How Migration Background Impacts the Effect of Early Institutional Childcare Upon Children’s Prosocial Behavior and Peer Problems

Konrad-Ristau

Burghardt

2021

Front. Psychol.

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This article focuses on the early years of children from immigrant families in Germany. Research has documented disparities in young children’s development correlating with their family background (e.g., immigrant or ethnic minority status), making clear the importance of early intervention. Institutional childcare—as an early intervention for children at risk—plays an important role in Germany, as 34.3% of children below the age of three and 93% of children above that age are in external childcare. This paper focuses on the extent to which children from families with a background of migration differ in their social development when considering their age of entry into early external childcare (and thus its duration). Data from the infant cohort study of the German National Educational Panel Study (NEPS, N = 1,846) is used to analyze the impact of early institutional childcare before the age of 3 years on children’s social competence at the age of 5 years, controlling for gender, siblings, temperament, home learning activities, and socioeconomic status. Results show the effects of duration of early external childcare on peer problems for children from families with a background of migration, in such a way that children who attend early external childcare for more than 1 year before the age of three show less problem behavior with peers than those who attend for less than a year. These findings have equity implications for children with a migration background living in Germany, especially as the proportion of these children is trending upwards.

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Section: Early External Childcare and Social Developmentmentioning

confidence: 99%

Section: Early External Childcare and Social Developmentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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