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Stichwort: Auswirkungen frühkindlicher institutioneller Betreuung und Bildung

Keyword: Effects of centre-based early childhood education and care programmes

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Zusammenfassung

Im Zentrum dieses Beitrags steht die Frage nach der internationalen empirischen Evidenz zu den Auswirkungen von frühkindlicher, institutioneller Bildung und Betreuung (FIBB) auf die kognitiv-leistungsbezogene und sozio-emotionale Entwicklung von Kindern sowie auf die Lebensbewältigung. Auf Basis der Ergebnisse einer systematischen Literaturrecherche wird erörtert, welche kurz- und langfristigen Auswirkungen die „Dosis“ und die Qualität von FIBB haben. Ferner wird auf die Auswirkungen der Teilnahme an spezifischen Modellprogrammen und spezifische (Qualitäts-)Effekte für Kinder aus bildungsfernen Familien eingegangen. Im Hinblick auf die Nutzung institutioneller Betreuung in den ersten drei Lebensjahren berichtet die Mehrzahl der Studien Nulleffekte für die sozio-emotionale Entwicklung und positive Effekte für die kognitiv-sprachliche Entwicklung. Hinsichtlich der Teilnahme an FIBB ab drei Jahren zeichnen sich mögliche positive Effekte deutlicher ab. Qualitativ hochwertige Programme können positive Auswirkungen auf alle drei Wirkungsbereiche bis ins Jugend- und Erwachsenenalter haben. Ein früher Eintritt in die institutionelle Betreuung scheint vor allem für Kinder aus bildungsbenachteiligten Familien förderlich zu sein. Die Hypothese, dass Kinder aus bildungsbenachteiligten Familien in besonderer Weise von einer hohen Qualität profitieren, kann hingegen nicht als belegt gelten. Es wird ein großer Forschungsbedarf für Deutschland identifiziert. Der Beitrag unterstreicht die Notwendigkeit von Maßnahmen der Qualitätsentwicklung und -sicherung für die frühpädagogische Praxis in Deutschland, was in der gegenwärtigen Situation des Ausbaus eine große Herausforderung darstellt.

Abstract

This article focuses on international empirical evidence regarding the effects of centre-based early childhood education and care programmes on the cognitive development, socio-emotional development of children and their ability to cope in life. On the basis of a systematic literature review, the short-term and long-term effects of the “dosage” and quality of early childhood education and care are discussed. In addition, consideration is given to the effects of participation in specific model programmes and specific (quality) effects for children from educationally disadvantaged families. In relation to the use of centre-based care in the first three years, most studies report zero effects for socio-emotional development and positive effects for cognitive and language development. With regard to participation in centre-based early childhood education and care programmes from the age of three, the possible positive effects are evident. High quality programmes can have positive effects in all three outcome areas which last into youth and adulthood. Centre-based care at an early age seems to be particularly beneficial for children from educationally disadvantaged families. But the hypothesis that children from educationally deprived families benefit in a special way from high quality care cannot be seen as proved. There is a great need for further research for Germany. The article underlines the necessity of measures to develop and assure the quality of early educational work in Germany, and at the current state of development in the field this is a special challenge.

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Notes

  1. Pre-K-Programme in den USA richten sich in der Regel an vierjährige Kinder. Der Kindergarten schließt daran an und gehört in den USA zum Schulsystem. Der Besuch ist in einigen Staaten verpflichtend.

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    Yvonne Anders

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Anders, Y. Stichwort: Auswirkungen frühkindlicher institutioneller Betreuung und Bildung. Z Erziehungswiss 16, 237–275 (2013). https://doi.org/10.1007/s11618-013-0357-5

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