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  1. Neue „Umbrüche“ für Mehr-Bildungs-Sprachigkeit in der Interkulturellen Sozialisation von Erzieherinnen und Erziehern in Niedersachsen
    Autor*in: Neumann, Astrid; Tessmer, Elisa

    Dieser Artikel zeigt Umbrüche in der Sprach- und interkulturellen Bildung in Niedersachsen auf den (hoch) schulischen Ausbildungsebenen und der Praxis auf. Dafür werden nach einer kurzen theoretischen Einführung zwei empirische Studien mit... mehr

     

    Dieser Artikel zeigt Umbrüche in der Sprach- und interkulturellen Bildung in Niedersachsen auf den (hoch) schulischen Ausbildungsebenen und der Praxis auf. Dafür werden nach einer kurzen theoretischen Einführung zwei empirische Studien mit verschiedenen Stakeholdern vorgestellt, die beide die Notwendigkeit von mehr- und bildungssprachlicher Bildung herausstellen. Diese steigende Relevanz wird angesichts des komplexen Zusammenspiels von Zuwanderung einerseits und frühkindlicher Bildung andererseits hervorgehoben. Sprachliche und interkulturelle Bildung werden daher in den neuen Richtlinien Niedersachsens seit 2015 auf allen Ebenen aufgenommen. This article aims to introduce changes in language and intercultural education in the German federal state of Lower Saxony. It presents a short theoretical introduction and two empirical studies with kindergarteners and experts in professional and university education. Our analysis shows an imperative to emphasise multilingual and intercultural education, especially because of the big proportion of migrants in Germany. This implication is drawn due to new regulations changing education policies since 2015.

     
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    Enthalten in: Sprache im Beruf; Stuttgart : Franz Steiner Verlag, [2018]-; 1, Heft 1 (2018), 67-81; Online-Ressource
    Weitere Schlagworte: Niedersächsische Lehrerbildung; Bildungssprache; Mehrsprachigkeit; Kernkompetenzen; Frühkindliche Bildung; Bildungsketten; teacher education in Lower Saxony; educational/academic language; multilingualism; core competences; early childhood education; education chain; SPRIB 2018; 67
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  2. Civil war, famine and the persistence of human capital: evidence from Tajikistan
    Autor*in: Grogan, Louise Anne
    Erschienen: October 2021
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    The dissolution of the Soviet Union and 1992-96 Tajik civil war resulted in huge human and economic losses. Nevertheless, contemporary data suggest the persistence of investments in human capital in the region most affected by famine and least... mehr

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    The dissolution of the Soviet Union and 1992-96 Tajik civil war resulted in huge human and economic losses. Nevertheless, contemporary data suggest the persistence of investments in human capital in the region most affected by famine and least favoured since the cessation of hostilities, Gorno-Badakhshan Autonomous Oblast. Famine-affected women have greater stature and final educational attainment, later ages at marriage and lower fertility than do those in the neighbouring border province, Khatlon. Educational interactions between adults and children under age six are much more frequent. The continued emphasis on human capital after economic collapse is consistent with a locational imperative for households to earn incomes outside of agriculture, and with a higher relative status of women in non-agrarian societies.

     
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    hdl: 10419/250436
    Schriftenreihe: Discussion paper series / IZA ; no. 14775
    Schlagworte: food security; anthropometry; schooling; child mortality; early childhood education; civil war; Tajikistan
    Umfang: 1 Online-Ressource (circa 35 Seiten)
  3. Head start funding expansions and program inputs
    Autor*in: Herbst, Chris M.; Kose, Esra
    Erschienen: August 2021
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    Our paper provides some of the first evidence on the effect of the Head Start funding expansions on program inputs. We take advantage of the county-year variation in funding increases that were implemented due to a number of legislated policy changes... mehr

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    Our paper provides some of the first evidence on the effect of the Head Start funding expansions on program inputs. We take advantage of the county-year variation in funding increases that were implemented due to a number of legislated policy changes in the late 1980s and throughout the 1990s. By focusing on the period between 1988 and 2007, we show that the funding increases were directed at increasing program enrollment and full-time enrollment. We also show that the funding expansions were used to make a number of quality-related in- vestments, including increasing the number of teachers and staff, and upgrading the skill-level of teachers.

     
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    Schriftenreihe: Discussion paper series / IZA ; no. 14670
    Schlagworte: national government expenditures and education; head start; early childhood education
    Umfang: 1 Online-Ressource (circa 38 Seiten), Illustrationen
  4. The dynastic benefits of early childhood education
    Autor*in: García, Jorge Luis; Bennhoff, Frederik H.; Leaf, Duncan Ermini; Heckman, James J.
    Erschienen: June 2021
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    This paper monetizes the life-cycle intragenerational and intergenerational benefits of the Perry Preschool Project, a pioneering high-quality early childhood education program implemented before Head Start that targeted disadvantaged... mehr

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    This paper monetizes the life-cycle intragenerational and intergenerational benefits of the Perry Preschool Project, a pioneering high-quality early childhood education program implemented before Head Start that targeted disadvantaged African-Americans and was evaluated by a randomized trial. It has the longest follow-up of any experimentally evaluated early childhood education program. We follow participants into late midlife as well as their children into adulthood. Impacts on the original participants and their children generate substantial benefits. Access to life-cycle data enables us to evaluate the accuracy of widely used schemes to forecast life-cycle benefits from early-life test scores, which we find wanting.

     
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    hdl: 10419/245576
    Schriftenreihe: Discussion paper series / IZA ; no. 14525
    Schlagworte: Bildungspolitik; Frühkindliche Bildung; Kinder; Wirkungsanalyse; Intergenerationale Übertragung; Lebensverlauf; USA; cost-benefit analysis; dynastic benefits; early childhood education; intergenerational program evaluation; life-cycle benefits
    Umfang: 1 Online-Ressource (circa 43 Seiten), Illustrationen
  5. Child care over the business cycle
    Autor*in: Brown, Jessica H.; Herbst, Chris M.
    Erschienen: January 2021
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    We estimate the impact of macroeconomic conditions on the child care market. We find that the industry is substantially more exposed to the business cycle than other low-wage industries and responds more strongly to negative shocks than positive... mehr

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    We estimate the impact of macroeconomic conditions on the child care market. We find that the industry is substantially more exposed to the business cycle than other low-wage industries and responds more strongly to negative shocks than positive ones. Indeed, child care employment requires more time to recover than the rest of the economy. Although the reduction in supply may pose difficulties for parents, we find evidence that center quality is countercyclical. When unemployment rates are higher, child care workers have on average higher levels of education and experience, turnover rates are lower, and consumer reviews on Yelp.com are higher.

     
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    Schriftenreihe: Discussion paper series / IZA ; no. 14048
    Schlagworte: child care; early childhood education; business cycles
    Umfang: 1 Online-Ressource (circa 55 Seiten), Illustrationen
  6. The lasting effects of early childhood education on promoting the skills and social mobility of disadvantaged African Americans
    Autor*in: García, Jorge Luis; Heckman, James J.; Ronda, Victor
    Erschienen: July 2021
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    This paper demonstrates multiple beneficial impacts of a program promoting inter-generational mobility for disadvantaged African-American children and their children. The program improves outcomes of the first-generation treatment group across the... mehr

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    This paper demonstrates multiple beneficial impacts of a program promoting inter-generational mobility for disadvantaged African-American children and their children. The program improves outcomes of the first-generation treatment group across the life cycle, which translates into better family environments for the second generation leading to positive intergenerational gains. There are long-lasting beneficial program effects on cognition through age 54, contradicting claims of fadeout that have dominated popular discussions of early childhood programs. Children of the first-generation treatment group have higher levels of education and employment, lower levels of criminal activity, and better health than children of the first-generation control group.

     
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    hdl: 10419/245626
    Schriftenreihe: Discussion paper series / IZA ; no. 14575
    Schlagworte: early childhood education; intergenerational mobility; racial inequality; social mobility
    Umfang: 1 Online-Ressource (circa 35 Seiten), Illustrationen
  7. COVID-19
    trends, promising practices and gaps in remote learning for pre-primary education
    Autor*in: Nugroho, Dita; Lin, Hsiao-Chen; Borisova, Ivelina; Nieto, Ana; Ntekim, Maniza
    Erschienen: 2020
    Verlag:  UNICEF Office of Research - Innocenti, Florence, Italy

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    Schriftenreihe: Office of Research - Innocenti working paper ; WP-2020, 15 (December 2020)
    Schlagworte: Pre-primary education; early childhood education; preschool education; COVID-19; remote learning; school closures; parental supports; children's outcomes
    Umfang: 1 Online-Ressource (circa 49 Seiten), Illustrationen
  8. Early childcare duration and students' later outcomes in Europe
    Autor*in: Del Boca, Daniela; Monfardini, Chiara; See, Sarah Grace
    Erschienen: July 2022
    Verlag:  CESifo, Center for Economic Studies & Ifo Institute, Munich, Germany

    The importance of investment in early childhood education (ECE) has been widely documented in the literature. Among the benefits, particularly for children from disadvantaged backgrounds, is its potential to mitigate educational inequality. However,... mehr

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    The importance of investment in early childhood education (ECE) has been widely documented in the literature. Among the benefits, particularly for children from disadvantaged backgrounds, is its potential to mitigate educational inequality. However, some evidence also suggests that the positive effects of ECE on later outcomes tend to dissipate over time, leaving children who attended such programmes no better off academically than those who did not. This paper studies the relationship between students' years spent in ECE and the results of their educational assessment outcomes at age 15.Using PISA survey data for fourteen European countries from 2015 and 2018, we conduct a cross-country comparison of student performance in reading, mathematics, and science, correlating the results to early childcare and pre-primary school attendance. Our findings show that participation in early childcare is associated with better assessments at age 15, but that the benefit is nonlinear and peaks at 3-4 years of childcare attendance. Examination of gender heterogeneity patterns reveals differences in girls' and boys' performance on the assessments; however, there are no gender differences in the relationship between childcare participation and test outcomes. We also explore differences related to the type of educational system attended and find distinct results for the unitary and separate settings.

     
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    hdl: 10419/263796
    Schriftenreihe: CESifo working paper ; no. 9866 (2022)
    Schlagworte: early childhood education; pre-primary; early investments; human capital; assessments; gender; institution; unitary; separate; PISA
    Umfang: 1 Online-Ressource (circa 33 Seiten)
  9. Universal early childhood education and adolescent risky behavior
    Autor*in: Ando, Michihito; Mori, Hiroaki; Yamaguchi, Shintarō
    Erschienen: September 2022
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    The evidence for the effects of early childhood education on risky behavior in adolescence is limited. This paper studies the consequences of a reform of a large-scale universal kindergarten program in Japan. Exploiting a staggered expansion of... mehr

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    The evidence for the effects of early childhood education on risky behavior in adolescence is limited. This paper studies the consequences of a reform of a large-scale universal kindergarten program in Japan. Exploiting a staggered expansion of kindergartens across regions, we estimate the effects of the reform using an event study model. Our estimates indicate that the reform significantly reduced juvenile violent arrests and the rate of teenage pregnancy, but we do not find that the reform increased the high school enrollment rate. We suspect that improved non-cognitive skills can account for the reduction of risky behavior in adolescence.

     
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    hdl: 10419/265752
    Schriftenreihe: Discussion paper series / IZA ; no. 15531
    Schlagworte: early childhood education; crime; teenage pregnancy
    Umfang: 1 Online-Ressource (circa 53 Seiten), Illustrationen
  10. The effect of structural reforms
    do they differ between GDP and adjusted household disposable income?
    Autor*in: Botev, Jamila; Égert, Balázs; Turner, David
    Erschienen: September 2022
    Verlag:  CESifo, Center for Economic Studies & Ifo Institute, Munich, Germany

    The paper considers whether structural reforms have a different impact on adjusted household disposable income (AHDI) compared to GDP, particularly given that while the latter is currently used as the basis for the OECD Economics Department's... mehr

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    The paper considers whether structural reforms have a different impact on adjusted household disposable income (AHDI) compared to GDP, particularly given that while the latter is currently used as the basis for the OECD Economics Department's framework for evaluating the effect of structural policy reforms, the former is arguably a better measure of welfare. The main findings are that there are indeed a number of structural policies where the long-run effects on GDP and AHDI are proportionately different, so that percentage changes in the two aggregates are significantly different following a policy reform. One group of structural policies, typically those where the transmission mechanism depends mainly on productivity and capital intensity (including cuts in corporate income tax and policies to simulate business R&D) or which can weaken the bargaining power of labour (for example a loosening of EPL), have weaker long-run positive effects on AHDI than GDP. Other structural reform policies (including in-kind family benefits, family cash benefits and cuts in the income tax wedge) have a magnified effect on AHDI, so that following a policy reform, long-run percentage changes in AHDI are larger than for GDP. Cross-referencing the analysis in the paper with structural reform priorities previously identified in the OECD's regular Going for Growth surveillance exercise, suggests that increased spending on childcare and early childhood education might usefully be part of any policy package to address the 'cost of living crisis' currently being faced by many OECD households.

     
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    hdl: 10419/266000
    Schriftenreihe: CESifo working paper ; no. 9965 (2022)
    Schlagworte: household disposable income; structural reforms; childcare; early childhood education; in-kind family benefits; tax wedge; employment; productivity
    Umfang: 1 Online-Ressource (circa 19 Seiten), Illustrationen
  11. Universal early childhood education and adolescent risky behavior
    Autor*in: Ando, Michihito; Mori, Hiroaki; Yamaguchi, Shintarō
    Erschienen: September 2022
    Verlag:  Centre for Research and Analysis of Migration, Department of Economics, University College London, London

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    Schriftenreihe: Discussion paper series / Centre for Research and Analysis of Migration ; CDP 22, 18
    Schlagworte: early childhood education; crime; teenage pregnancy
    Umfang: 1 Online-Ressource (circa 52 Seiten), Illustrationen
  12. Early childcare duration and students' later outcomes in Europe
    Autor*in: Del Boca, Daniela; Monfardini, Chiara; See, Sarah Grace
    Erschienen: [2022]
    Verlag:  CCA, Fondazione Collegio Carlo Alberto, Torino

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    Schriftenreihe: Carlo Alberto notebooks ; no. 681 (September 2022)
    Schlagworte: early childhood education; pre-primary; early investments; human capital; assessments; gender; institution; unitary; separate; PISA
    Umfang: 1 Online-Ressource (circa 32 Seiten)
  13. How discerning patterns develops and affects well-being throughout childhood
    Autor*in: Cunsolo, Sabbiana; Vrolijk, Marloes; Richardson, Dominic
    Erschienen: 2021
    Verlag:  UNICEF Office of Research - Innocenti, Florence, Italy

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    Schriftenreihe: Office of Research - Innocenti working paper ; WP 2021, 11 (Dec 2021)
    Schlagworte: basic education; early childhood education; educational planning; educational policy
    Umfang: 1 Online-Ressource (circa 25 Seiten), Illustrationen
  14. How subtle sensing develops and affects well-being throughout childhood
    Autor*in: Linzarini, Adriano; Cunsolo, Sabbiana; Richardson, Dominic; Vrolijk, Marloes
    Erschienen: 2021
    Verlag:  UNICEF Office of Research - Innocenti, Florence, Italy

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    Schriftenreihe: Office of Research - Innocenti working paper ; WP 2021, 19 (Dec 2021)
    Schlagworte: early childhood education; education
    Umfang: 1 Online-Ressource (circa 18 Seiten), Illustrationen
  15. How reflecting develops and affects well-being throughout childhood
    Autor*in: Vrolijk, Marloes; Richardson, Dominic; Cunsolo, Sabbiana
    Erschienen: 2021
    Verlag:  UNICEF Office of Research - Innocenti, Florence, Italy

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    Schriftenreihe: Office of Research - Innocenti working paper ; WP 2021, 17 (Dec 2021)
    Schlagworte: early childhood education; education
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  16. How relaxing develops and affects well-being throughout childhood
    Autor*in: Cunsolo, Sabbiana; Cebotari, Victor; Richardson, Dominic; Vrolijk, Marloes
    Erschienen: 2021
    Verlag:  UNICEF Office of Research - Innocenti, Florence, Italy

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    Schriftenreihe: Office of Research - Innocenti working paper ; WP 2021, 18 (Dec 2021)
    Schlagworte: early childhood education; education
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  17. The dynastic benefits of early childhood education
    participant benefits and family spillovers
    Autor*in: Bennhoff, Frederik H.; García, Jorge Luis; Leaf, Duncan Ermini
    Erschienen: August 2023
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    We demonstrate the social efficiency of investing in high-quality early childhood education using newly collected data from the HighScope Perry Preschool Project. The data analyzed are the longest follow-up of any randomized early childhood education... mehr

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    We demonstrate the social efficiency of investing in high-quality early childhood education using newly collected data from the HighScope Perry Preschool Project. The data analyzed are the longest follow-up of any randomized early childhood education program. Annual observations of participant outcomes up to midlife allow us to provide a cost-benefit analysis without relying on forecasts. Adult outcomes on the participants' children and siblings allow us to quantify spillover benefits. The program generates a benefit-cost ratio of 6.0 (p-value = 0.03). Spillover benefits increase this ratio to 7.5 (p-value = 0.00).

     
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    hdl: 10419/279068
    Schriftenreihe: Discussion paper series / IZA ; no. 16370
    Schlagworte: Frühkindliche Bildung; Lebensverlauf; Kosten-Nutzen-Analyse; Soziale Diskontrate; Spillover-Effekt; Intergenerationenmobilität; Feldforschung; USA; cost-benefit analysis; early childhood education; intergenerational mobility; intergenerational program evaluation; life-cycle benefits; spillover effects
    Umfang: 1 Online-Ressource (circa 38 Seiten), Illustrationen
  18. Neue „Umbrüche“ für Mehr-Bildungs-Sprachigkeit in der Interkulturellen Sozialisation von Erzieherinnen und Erziehern in Niedersachsen
    Autor*in: Neumann, Astrid Prof. Dr.; Tessmer, Elisa

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    Weitere Identifier:
    99.105010/sprib201801006701
    Übergeordneter Titel:
    Enthalten in: Sprache im Beruf; Stuttgart : Franz Steiner Verlag, [2018]-; 1, Heft 1 (2018), 67-81
    Weitere Schlagworte: Niedersächsische Lehrerbildung; Bildungssprache; Mehrsprachigkeit; Kernkompetenzen; Frühkindliche Bildung; Bildungsketten; teacher education in Lower Saxony; educational/academic language; multilingualism; core competences; early childhood education; education chain; SPRIB 2018; 67
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  19. Early computer science education - goals and success criteria for pre-primary and primary education
    Autor*in: Köster, Hilde; Magenheim, Johannes; Müller, Kathrin; Romeike, Ralf; Schroeder, Ulrik; Schulte, Carsten
    Erschienen: [2023]
    Verlag:  Verlag Barbara Budrich, Opladen

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  20. Early Computer Science Education – Goals and Success Criteria for Pre-Primary and Primary Education
    Autor*in: Bergner, Nadine; Köster, Hilde; Magenheim, Johannes; Müller, Kathrin; Romeike, Ralf; Schroeder, Ulrik; Schulte, Carsten
    Erschienen: 2023
    Verlag:  Verlag Barbara Budrich, Leverkusen

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    Quelle: Verbundkataloge
    Beteiligt: Chabay, Ilan (Verfasser eines Geleitworts)
    Sprache: Englisch
    Medientyp: Ebook
    Format: Online
    ISBN: 9783847418160
    Weitere Identifier:
    9783847418160
    Auflage/Ausgabe: 1. Auflage
    Schriftenreihe: Wissenschaftliche Untersuchungen zur Arbeit der Stiftung "Haus der kleinen Forscher" ; 9
    Schlagworte: Elementarbereich; Grundschule; Informationstechnische Grundbildung; Medienpädagogik
    Weitere Schlagworte: (Produktform)Electronic book text; (BISAC Subject Heading)EDU023000; early childhood education; informatische Bildung; Elementar- und Primarbereich; STEM; frühe Bildung; professional development; MINT-Bildung; (VLB-WN)9570; (Zielgruppe)Fachpublikum/ Wissenschaft; (Zielgruppe)Fachhochschul-/Hochschulausbildung; (Zielgruppe)Lecturers, researchers and practitioners in educational science and in computer science education; (BISAC Subject Heading)JNT
    Umfang: Online-Ressource, 338 Seiten
  21. Strategien der pädagogischen Fachkräfte im Umgang mit Mehrsprachigkeit im Elementarbereich
    Autor*in: Blaschitz, Verena; Weichselbaum, Maria; Tsonev, Sevil Çelik; Grond, Agnes

    Die Analyse von Video- und Audioaufnahmen spontaner Alltagsszenen im Elementarbereich exemplifiziert und bestätigt bereits bekannte Strategien von pädagogischen Fachkräften im Umgang mit kindlicher Mehrsprachigkeit und bewertet diese aus... mehr

     

    Die Analyse von Video- und Audioaufnahmen spontaner Alltagsszenen im Elementarbereich exemplifiziert und bestätigt bereits bekannte Strategien von pädagogischen Fachkräften im Umgang mit kindlicher Mehrsprachigkeit und bewertet diese aus linguistischer und pädagogischer Sicht. Die dokumentierten Interaktionen wurden auf Deutsch und Türkisch transkribiert, übersetzt und analysiert, wodurch der Artikel die vielfach konstatierte Black Box Kindergarten zumindest sprachlich etwas aufbricht. Abstract: The analysis of video and audio recordings of spontaneous daily routines in early childhood education exemplifies and confirms already known strategies of pedagogical professionals in dealing with children’s multilingualism. The strategies are evaluated from the perspective of linguistics and pedagogy. The documented interactions were transcribed, translated and analyzed in German and Turkish, whereby the paper breaks open the often stated black box kindergarten, at least linguistically.

     
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Aufsatz aus einer Zeitschrift
    Format: Online
    Weitere Identifier:
    Übergeordneter Titel:
    Enthalten in: Informationen Deutsch als Fremdsprache; Berlin : De @Gruyter, 1974-; 48, Heft 6 (2021), 614-631 (gesamt 18); Online-Ressource
    Weitere Schlagworte: Umgang mit kindlicher Mehrsprachigkeit; Elementarbereich; pädagogische Fachkräfte; Dealing with children’s multilingualism; early childhood education; pedagogical professionals
    Umfang: Online-Ressource
  22. High-quality early-childhood education at scale
    evidence from a multisite randomized trial
    Autor*in: Dougan, William R.; García, Jorge Luis; Polovnikov, Illia
    Erschienen: September 2023
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    We offer a new analysis of a large-scale trial of an early-childhood education program that targeted premature, low-birthweight children. This targeting heavily oversampled twins, whose outcomes differed significantly from singletons'. Singletons'... mehr

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    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 4
    Fernleihe:
    keine Fernleihe

     

    We offer a new analysis of a large-scale trial of an early-childhood education program that targeted premature, low-birthweight children. This targeting heavily oversampled twins, whose outcomes differed significantly from singletons'. Singletons' gains in short-term cognition and age-18 non-cognitive skills were comparable to those of the Perry Preschool and Carolina Abecedarian Projects, supporting those programs' scalability. For twins, however, the program generated smaller positive short-term gains and negative age-18 impacts. These outcome differences arise from differences in parents' response to the program. A household production model suggests that the possibility of jointly supplying parenting to twins helps explain those differences.

     
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/279140
    Schriftenreihe: Discussion paper series / IZA ; no. 16442
    Schlagworte: Frühkindliche Bildung; Bildungsinvestition; Eltern; Kinderbetreuung; Wirkungsanalyse; Bildungsertrag; USA; childcare; early childhood education; large-scale randomized trial; parental investment; parenting
    Umfang: 1 Online-Ressource (circa 48 Seiten), Illustrationen
  23. Early Computer Science education - goals and success criteria for pre-primary and primary education
    Autor*in: Bergner, Nadine
    Erschienen: 2023
    Verlag:  Verlag Barbara Budrich, Opladen ; Berlin ; Toronto

    Standort:
    Universitäts- und Landesbibliothek Bonn
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe

    Standort:
    Universitäts- und Landesbibliothek Münster, Zentralbibliothek
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Druck
    ISBN: 9783847426462; 384742646X
    Weitere Identifier:
    9783847426462
    DDC Klassifikation: Bildung und Erziehung (370)
    Schriftenreihe: Scientific studies on the work of the "Haus der kleinen Forscher" foundation ; Volume 9
    Schlagworte: Elementarbereich; Grundschule; Informationstechnische Grundbildung; Medienpädagogik
    Weitere Schlagworte: early childhood education; Elementar- und Primarbereich; frühe Bildung; informatische Bildung; MINT-Bildung; professional development; STEM
    Umfang: 338 Seiten, 24 cm x 17 cm
  24. Short- and long-term effects of universal preschool
    evidence from the Arab population in Israel
    Autor*in: DeMalach, Elad; Schlosser, Analia
    Erschienen: January 2024
    Verlag:  CESifo, Munich, Germany

    We estimate the short- and long-term effects of universal preschool education by analyzing the impact of the Israeli Preschool Law, which mandated the provision of public preschool for ages 3 and 4 starting in September 1999. We focus on the Arab... mehr

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 63
    Fernleihe:
    keine Fernleihe

     

    We estimate the short- and long-term effects of universal preschool education by analyzing the impact of the Israeli Preschool Law, which mandated the provision of public preschool for ages 3 and 4 starting in September 1999. We focus on the Arab population, who were the main beneficiaries of the first phase of the implementation of the Law, and exploit exogenous variation in universal preschool provision across localities due to the Law's gradual implementation. Our difference-in-differences research design compares cohorts of children in treatment localities before and after the Law's introduction to equivalent cohorts in comparison localities. We find that individuals benefited from the provision of universal preschool along various dimensions: their academic performance in elementary, middle school, and high school improved significantly, and their postsecondary enrollment rates increased substantially. We also find beneficial effects of universal preschool on additional outcomes, such as a reduction in juvenile delinquency among males and a decline in early marriage among females. Results are not driven by changes in maternal income or labor supply. A potential mechanism impacting long-term outcomes was the creation of a better learning environment in elementary and middle school, with a greater sense of security and better relationships with teachers and classmates.

     
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/295993
    Schriftenreihe: CESifo working papers ; 10904 (2024)
    Schlagworte: early childhood education; preschool
    Umfang: 1 Online-Ressource (circa 76 Seiten), Illustrationen