Mutter-Kind-Interaktion im Säuglingsalter, Familienumgebung und Entwicklung früher kognitiver und nichtkognitiver Fähigkeiten: Eine prospektive Studie

Blomeyer, Dorothea; Laucht, Manfred; Pfeiffer, Friedhelm; Reuß, Karsten

doi:10.3790/vjh.79.3.11

Cited by 8 publications

(3 citation statements)

References 6 publications

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“…Bereits im Säuglingsalter tragen emotionale Zuwendung und Feinfühligkeit in der Eltern-Kind-Dyade zum Aufbau von frühen Kompetenzen und selbstregulatorischen Kompetenzen bei. Die Qualität dieser Zuwendung wurde unter anderem im Rahmen der Längsschnitterhebung "Mannheimer Risikokinderstudie" mit der Mannheimer Beurteilungsskala gemessen (Blomeyer et al, 2009(Blomeyer et al, , 2010 …”

Section: Bildungsrenditen Nettoerträge Und Die Rolle Der Diskontierungunclassified

Fiskalische und individuelle Bildungsrenditen – aktuelle Befunde für Deutschland

Pfeiffer

Stichnoth

2015

Perspektiven Der Wirtschaftspolitik

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Die Dis cus si on Pape rs die nen einer mög lichst schnel len Ver brei tung von neue ren For schungs arbei ten des ZEW. Die Bei trä ge lie gen in allei ni ger Ver ant wor tung der Auto ren und stel len nicht not wen di ger wei se die Mei nung des ZEW dar.Dis cus si on Papers are inten ded to make results of ZEW research prompt ly avai la ble to other eco no mists in order to encou ra ge dis cus si on and sug gesti ons for revi si ons. The aut hors are sole ly respon si ble for the con tents which do not neces sa ri ly repre sent the opi ni on of the ZEW. Fiskalische und individuelle Bildungsrenditen -aktuelle Befunde für DeutschlandFriedhelm Pfeiffer* und Holger Stichnoth**

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Section: Bildungsrenditen Nettoerträge Und Die Rolle Der Diskontierungunclassified

Fiskalische und individuelle Bildungsrenditen – aktuelle Befunde für Deutschland

Pfeiffer

Stichnoth

2015

Perspektiven Der Wirtschaftspolitik

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“…For the group of children with high psychosocial risk, H is 87 percent of that of the non-risk group. Table A1 In fact, these are large gaps, given that parental stimulation and responsiveness in early childhood are among the most significant resources available for the formation of competencies (see Blomeyer et al, 2010, Heckman, 2007, Heckhausen and Heckhausen, 2008, Holodynski et al, 2008, and Berger et al, 2011.…”

Section: The Mannheim Study Of Children At Riskmentioning

confidence: 99%

Early Life Adversity and Children’s Competence Development: Evidence from the Mannheim Study of Children at Risk

Blomeyer

Coneus

Laucht

et al. 2013

Jahrbücher Für Nationalökonomie Und Statistik

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. www.econstor.eu The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post Foundation. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E SIZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author.

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“…Since the development of competencies is the result of the interplay of multiple experiences, both the family situation and early institutional childcare—in addition to the characteristics of the child—play a decisive role in the social development of children ( Bronfenbrenner and Morris, 2006 ). The structural characteristics of the family, such as socioeconomic and educational status (including income and home learning environment), but also external surroundings such as institutional childcare, account for variability in infants’ social competence ( Bronfenbrenner and Morris, 2006 ; Halle et al, 2009 ; Blomeyer et al, 2010 ; Kalb, 2017 ; Linberg A., 2017 ; Rose et al, 2018 ). Particularly for social competencies, such as problem behavior with peers and prosocial behavior, early external childcare seems to be highly relevant, due to the resulting increase in (and in some cases even first) interactions with peers and adults in the absence of a child’s parents ( Pfeffer, 2017 ; Linberg A., 2017 ; Linberg et al, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

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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Mutter-Kind-Interaktion im Säuglingsalter, Familienumgebung und Entwicklung früher kognitiver und nichtkognitiver Fähigkeiten: Eine prospektive Studie

Cited by 8 publications

References 6 publications

Fiskalische und individuelle Bildungsrenditen – aktuelle Befunde für Deutschland

Fiskalische und individuelle Bildungsrenditen – aktuelle Befunde für Deutschland

Early Life Adversity and Children’s Competence Development: Evidence from the Mannheim Study of Children at Risk

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

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