Early Intervention

Conditions and risks of learning are complex and multi-layered in children. Hence, questions regarding the optimal preparation for school or the necessary conditions of readiness for school cannot be explained easily.

At the research center IDeA, social and neuro-cognitive factors of children’s development are investigated in their reciprocal effects over a longer period of time, focusing on the aspect of an increased risk of dealing with school-related demands successfully. For instance, the researchers investigate in how far family background characteristics affect the school achievement of children, and whether these effects are even strengthened by biologicaly founded, neuro-cognitive characteristics (e.g. working memory, language development), Only a longitudinal study of developmental processes can generate reliable insights into cause-effect-relationships and reasoned recommendations for pedagogical interventions.

However, early childhood education research at the DIPF is not limited to these rather fundamental studies. Furthermore, diagnostic procedures are developed for assessing school-relevant early competencies, and formative evaluations of model projects in early childhood education are scientifically monitored.

Current projects

• Formative Evaluation of Hector Children’s Academies
• IDeA – project elbe
• IDeA – project IGEL
• Scientific study accompanying the project "Schulreifes Kind"  (the mature school child)
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