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Datengestützte Entwicklung und Steuerung in Schulen und frühkindlicher Bildung. Gutachten der […] Thiel, Felicitas; Köller, Olaf; van Ackeren-Mindl, Isabell; Anders, Yvonne; Cress, Ulrike; […] Verschiedenartige Dokumente | 2026 47566 Endnote: Autor*innen: Thiel, Felicitas; Köller, Olaf; van Ackeren-Mindl, Isabell; Anders, Yvonne; Cress, Ulrike; Diehl, Claudia; Kleickmann, Thilo; Krelle, Michael; Lütje-Klose, Birgit; Prediger, Susanne; Seeber, Susan; Ziegler, Birgit; Greiff, Samuel; Maaz, Kai; Reintjes, Christian; Schneider, Kerstin; Stanat, Petra
Titel: Datengestützte Entwicklung und Steuerung in Schulen und frühkindlicher Bildung. Gutachten der Ständigen Wissenschaftlichen Kommission der Kultusministerkonferenz
Erscheinungsvermerk: Bonn: Ständige Wissenschaftliche Kommission der Kultusministerkonferenz (SWK), 2026
DOI: 10.25656/01:35028
URL: https://www.swk-bildung.org/content/uploads/2026/03/SWK_2026_Gutachten_Datengestuetzte-Entwicklung.pdf
Dokumenttyp: Arbeitspapiere; dokumentarische und Diskussionsbeiträge; Stellungnahme/Positionspapier
Sprache: Deutsch
Abstract: Seit der Verabschiedung der Gesamtstrategie zum Bildungsmonitoring durch die Kultusministerkonferenz im Jahr 2006 wurden von Bund und Ländern zahlreiche Instrumente zur Erfassung und Aufbereitung von Daten für unterschiedliche Akteure im Mehrebenensystem Schule implementiert. In ihrem aktuellen Gutachten sichtet die SWK diese Instrumente, bewertet sie und formuliert auf der Grundlage des internationalen Forschungsstandes Empfehlungen für eine kohärente Strategie datengestützter Entwicklung und Steuerung von Schulen. Dabei stellt die Kommission fest, welche Daten zentral für die Entwicklung der Bildungsqualität sind und wer welche Daten in welcher Auflösung benötigt. Sie empfiehlt notwendige Maßnahmen, damit die Datenrückmeldung in die Entwicklung mündet, und nennt die Voraussetzungen für eine wirksame Datennutzung. Die Kommission kommt zu dem Ergebnis, dass es Anstrengungen auf allen Ebenen des Systems mit klaren Entwicklungszielen braucht. Mit einer gemeinsamen Anstrengung von Ländern, Bund und Wissenschaft können datenschutzkonforme und nutzerfreundliche Infrastrukturen entwickelt und Akteure wie Schulaufsichten, Schulleitungen und Lehrkräfte qualifiziert werden. Wenn man Lehrkräften mindestens alle 2 Jahre Daten aus zentralen Lernstandserhebungen zur Verfügung stellt und diese mit Fördermaterialien und Fachberatung verknüpft, können datengestützte Unterrichtsentwicklung und adaptive Lernförderung gelingen.

Trust as the foundation of a successful educational partnership between professionals and families […] Hummel, Theresia G.; Anders, Yvonne Sammelbandbeitrag | Aus: Schweer, Martin K. W. (Hrsg.): Facets of trust and mistrust: Challenges for social interaction | Wiesbaden: Springer | 2026 47465 Endnote: Autor*innen: Hummel, Theresia G.; Anders, Yvonne
Titel: Trust as the foundation of a successful educational partnership between professionals and families in institutional childcare
Aus: Schweer, Martin K. W. (Hrsg.): Facets of trust and mistrust: Challenges for social interaction, Wiesbaden: Springer, 2026 , S. 121-137
DOI: 10.1007/978-3-658-49426-1_8
URL: https://link.springer.com/chapter/10.1007/978-3-658-49426-1_8
Dokumenttyp: Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Sprache: Englisch
Abstract: In addition to the importance of pedagogical quality, research on the impact of early childhood education has highlighted the significance of involving families. This contribution aims to demonstrate the importance of trust as the foundation of a successful educational partnership between early childhood professionals and families. First, the concept of educational partnership is defined, followed by an examination of the significance of trust in educational partnerships from both empirical and theoretical perspectives. Finally, the development of trust within educational partnerships is outlined, and existing empirical findings on trust between families and early childhood education institutions are discussed. The contribution concludes with implications for further research on trust in early childhood contexts and practical recommendations.
DIPF-Abteilung: Entwicklung in Bildungskontexten

"Entwicklungskontexte noch stärker in den Blick nehmen" Stirm, Philip; Anders, Yvonne Verschiedenartige Dokumente | 2026 47753 Endnote: Autor*innen: Stirm, Philip; Anders, Yvonne
Titel: "Entwicklungskontexte noch stärker in den Blick nehmen"
Erscheinungsvermerk: 2026
URL: https://www.dipf.de/de/dipf-aktuell/mediathek-1/gespraeche-mit-dipf-forschenden/entwicklungskontexte-noch-staerker-in-den-blick-nehmen
Dokumenttyp: Blogbeiträge; Pod-; Vidcasts; Blogbeiträge
Sprache: Deutsch
Abstract: Mit Prof. Dr. Yvonne Anders hat das DIPF eine ausgewiesene Expertin der frühen Bildung als Abteilungsleiterin gewonnen. Im Interview erläutert die Psychologin, wo sie Schwerpunkte setzen möchte, und ordnet den aktuellen Stand in Kitas, Grundschulen und Bildungspolitik ein. Ein Gespräch über Chancengerechtigkeit, Fachkräftemangel und die Sesamstraße.
DIPF-Abteilung: Öffentlichkeitsarbeit; Entwicklung in Bildungskontexten

Wissenschaftliche Evaluation des Bundesprogramms "Sprach-KitasWeil Sprache der Schlüssel zur Welt […] Then, Sebastian; Resa, Elisabeth; Anders, Yvonne; Kluczniok, Katharina; Roßbach, Hans-Günther Forschungsdaten/Instrumente | Universität Bamberg | 2026 47673 Endnote: Autor*innen: Then, Sebastian; Resa, Elisabeth; Anders, Yvonne; Kluczniok, Katharina; Roßbach, Hans-Günther
Titel: Wissenschaftliche Evaluation des Bundesprogramms "Sprach-KitasWeil Sprache der Schlüssel zur Welt ist". Skalenhandbuch zur Dokumentation des Erhebungsinstruments "Zusätzliche Fachberatung MZP1"
Erscheinungsvermerk: Bamberg: Universität Bamberg, 2026
DOI: 10.20378/irb-114854
URL: https://doi.org/10.20378/irb-114854
Dokumenttyp: Forschungsdaten; Instrumente; Dokumentarische Aufbereitung (inkl. Skalenhandb.)
Sprache: Deutsch
DIPF-Abteilung: Entwicklung in Bildungskontexten

Ländervorgaben zum Personalschlüssel und ihre Bedeutung für die Prozessqualität in […] Hausladen, Kristina; Wolf, Katrin; Anders, Yvonne Zeitschriftenbeitrag | In: Frühe Bildung | 2026 47223 Endnote: Autor*innen: Hausladen, Kristina; Wolf, Katrin; Anders, Yvonne
Titel: Ländervorgaben zum Personalschlüssel und ihre Bedeutung für die Prozessqualität in Kindertageseinrichtungen im internationalen Vergleich. Eine Metaanalyse
In: Frühe Bildung, 15 (2026) 1, S. 11-18
DOI: 10.1026/2191-9186/a000745
URL: https://econtent.hogrefe.com/doi/10.1026/2191-9186/a000745
Dokumenttyp: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache: Deutsch
Abstract: Der Personalschlüssel ist eines der meistuntersuchtesten Strukturqualitätsmerkmale zum Einfluss auf die Prozessqualität in Kitas. Internationale Forschungsbefunde legen nahe, dass die Prozessqualität in Kita-Gruppen von bestimmten Grenzwerten des Personalschlüssels abhängt. In vielen Ländern existieren daher auf politischer Steuerungsebene Vorgaben zur maximal zulässigen Anzahl der Kinder pro pädagogischer Fachkraft in Form von allgemeinen Empfehlungen oder offiziellen Richtwerten. Die vorliegende Metaanalyse zielt darauf ab, die Bedeutung solcher Ländervorgaben für den Zusammenhang des Personalschlüssels und der Prozessqualität in Kitas anhand von Moderatorenanalysen zu untersuchen. Die Ergebnisse der 139 Effektstärken aus 45 Publikationen und 14 Ländern belegen, dass ungünstigere Personalschlüssel mit einer geringeren Prozessqualität in altersgemischten Gruppen und Gruppen für unter Dreijährige zusammenhängen. Die Existenz von Landesvorgaben zum Personalschlüssel, die wissenschaftlichen Empfehlungen entsprechen, weist nur in altersgemischten Gruppen auf geringere Zusammenhänge hin. Die Ergebnisse werden mit Blick auf die Definition von Ländervorgaben und deren Relevanz, besonders für altersgemischte Gruppen und jüngere Kinder, diskutiert. (DIPF/Orig.)
Abstract (english): Child-staff ratios are one of the most studied structural quality characteristics in terms of their influence on process quality in childcare centers. International research findings suggest that the process quality in childcare groups depends on specific threshold values of the child-staff ratio. In many countries, official guidelines exist that impose restrictions on the maximum number of children per staff member in the form of general recommendations or official regulations. This meta-analysis examines the importance of such regulations and whether they moderate the relationship between child-staff ratios and process quality in childcare centers. The results of the moderator analysis across 139 effect sizes from 45 publications and 14 countries show negative correlations between less favorable child-staff ratios and process quality in mixed-age groups and groups for children under 3 years. However, the existence of country regulations for child-staff ratios corresponding to scientific recommendations only points to lower correlations in mixed-age groups. Based on these results, the authors discuss the definition of country regulations and their relevance, particularly for mixed-age groups and younger children. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

The relationship between the child-staff ratio and process quality in early childhood education […] Hausladen, Kristina; Wolf, Katrin; Burghardt, Lars; Anders, Yvonne Zeitschriftenbeitrag | In: Early Childhood Research Quarterly | 2026 47683 Endnote: Autor*innen: Hausladen, Kristina; Wolf, Katrin; Burghardt, Lars; Anders, Yvonne
Titel: The relationship between the child-staff ratio and process quality in early childhood education institutions. A meta-analysis
In: Early Childhood Research Quarterly, 76 (2026) 3, S. 556-567
DOI: 10.1016/j.ecresq.2026.05.002
URL: https://www.sciencedirect.com/science/article/pii/S0885200626000633?via%3Dihub
Dokumenttyp: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache: Englisch
Abstract: This meta-analysis studies the association between the child-staff ratio and the process quality (ERS, CLASS, CIS, ORCE, and EQOS) in center-based Early Childhood Education and Care (ECEC) institutions and identifies potential moderating factors. It synthesizes evidence from 49 publications from 14 countries with data from 18.049 ECEC classrooms. Results of the three-level random effects model provided a small significant negative correlation (Z = - 0.12, p<.001), indicating a negative relationship between an increase in the number of children per staff member on the process quality across publications. Additional moderator analyses showed that the correlation was higher for mixed-age classrooms and younger children and more relevant for global process quality indicators. Worse child-staff ratios correlated to a lesser degree with the interaction quality. Effect sizes also varied according to the type of staff included in the calculation of the child-staff ratio. These results underline that research evidence is rather heterogeneous and should not be interpreted without context. The authors discuss important implications for policy and pedagogical practice.
DIPF-Abteilung: Entwicklung in Bildungskontexten

Parent-professional interaction under multiple demands. Observational study of drop-off moments in […] Hummel, Theresia G.; Mathers, Sandra; Malmberg, Lars; Anders, Yvonne Zeitschriftenbeitrag | In: Early Childhood Education Journal | 2026 47727 Endnote: Autor*innen: Hummel, Theresia G.; Mathers, Sandra; Malmberg, Lars; Anders, Yvonne
Titel: Parent-professional interaction under multiple demands. Observational study of drop-off moments in preschools
In: Early Childhood Education Journal, online first (2026)
DOI: 10.1007/s10643-026-02201-z
URL: https://link.springer.com/article/10.1007/s10643-026-02201-z
Dokumenttyp: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache: Englisch
Abstract: Collaborative partnerships between parents and professionals are vital for children's development. Daily drop-off moments in preschool provide recurring opportunities to build trust and continuity between home and preschool, yet these interactions are often brief and fragmented. Guided by theories of cognitive overload and triadic interaction, this study examined how situational demands during morning transitions are associated with the quality of parent-professional interactions. Between June 2024 and April 2025, 309 parent-child dyads in 62 preschools in North Rhine-Westphalia, Germany, were observed during drop-off. Interaction quality was rated across three dimensions-willingness to interact, communication strategies, and farewell quality - while situational demands such as child support needs, group supervision, and organizational tasks were coded. On average, interactions lasted 63 s, with only 40% including conversations beyond greetings. Professionals showed higher willingness to interact and higher quality farewells when engaging simultaneously with the parent and child, but intensive child-focused engagement was linked to lower-quality communication with parents. General classroom and organizational demands showed no significant effects. Importantly, interaction quality was highest when multiple professionals shared responsibility. Findings highlight the cognitive and relational complexity of drop-off interactions. Shared professional responsibility appears to buffer competing demands, supporting stronger and more consistent partnerships between families and early childhood settings.
Abstract (english): Collaborative partnerships between parents and professionals are vital for children's development. Daily drop-off moments in preschool provide recurring opportunities to build trust and continuity between home and preschool, yet these interactions are often brief and fragmented. Guided by theories of cognitive overload and triadic interaction, this study examined how situational demands during morning transitions are associated with the quality of parent-professional interactions. Between June 2024 and April 2025, 309 parent-child dyads in 62 preschools in North Rhine-Westphalia, Germany, were observed during drop-off. Interaction quality was rated across three dimensions-willingness to interact, communication strategies, and farewell quality - while situational demands such as child support needs, group supervision, and organizational tasks were coded. On average, interactions lasted 63 s, with only 40% including conversations beyond greetings. Professionals showed higher willingness to interact and higher quality farewells when engaging simultaneously with the parent and child, but intensive child-focused engagement was linked to lower-quality communication with parents. General classroom and organizational demands showed no significant effects. Importantly, interaction quality was highest when multiple professionals shared responsibility. Findings highlight the cognitive and relational complexity of drop-off interactions. Shared professional responsibility appears to buffer competing demands, supporting stronger and more consistent partnerships between families and early childhood settings.
DIPF-Abteilung: Entwicklung in Bildungskontexten

Assessing the relations between process quality and quality development measures in early child care Kluczniok, Katharina; Resa, Elisabeth; Then, Sebastian; Roßbach, Hans-Günther; Anders, Yvonne Zeitschriftenbeitrag | In: European Journal of Educational Management | 2026 47444 Endnote: Autor*innen: Kluczniok, Katharina; Resa, Elisabeth; Then, Sebastian; Roßbach, Hans-Günther; Anders, Yvonne
Titel: Assessing the relations between process quality and quality development measures in early child care
In: European Journal of Educational Management, 9 (2026) 1, S. 35-50
DOI: 10.12973/eujem.9.1.35
URL: https://www.eujem.com/assessing-the-relations-between-process-quality-and-quality-development-measures-in-early-child-care
Dokumenttyp: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache: Englisch
Abstract: High process quality in Early Childhood Education and Care (ECEC) boosts children's competencies, yet German child care centres typically show only moderate to low process quality. Training programmes for educators are an effective measure to improve quality, but are both time-consuming and costly. Thus, quality improvement should focus on organisational strategies integrated into teams' daily work rather than on individual training. Against this background, the paper examines the influence of various team-based quality development measures on process quality, while controlling for structural quality variables of the centres, in order to determine which quality development measures are effective. Data from 107 child care centres from the evaluation study of the German federal programme "Language Daycare Centres: Because Language is the Key to the World" was used. Regression analyses identify specific quality meetings involving both the centre manager and team members as a key factor in enhancing process quality. Implications for the quality improvement strategies of child care providers and policymakers are discussed. (DIPF/Orig.)
DIPF-Abteilung: Entwicklung in Bildungskontexten

Potential of a digital parenting app to support parents of toddlers. Relations between the […] Prokupek, Luisa; Hummel, Theresia; Blaurock, Sabine; Cohen, Franziska; Anders, Yvonne Zeitschriftenbeitrag | In: British Educational Research Journal | 2026 47302 Endnote: Autor*innen: Prokupek, Luisa; Hummel, Theresia; Blaurock, Sabine; Cohen, Franziska; Anders, Yvonne
Titel: Potential of a digital parenting app to support parents of toddlers. Relations between the intensity of app use, language-related parental self-efficacy and the home literacy environment
In: British Educational Research Journal, 52 (2026) 1, S. 643-666
DOI: 10.1002/berj.70022
URL: https://bera-journals.onlinelibrary.wiley.com/doi/10.1002/berj.70022
Dokumenttyp: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache: Englisch
Abstract (english): The home literacy environment (HLE) has a considerable influence on children's language development. How parents perceive their own parenting abilities (e.g., how well they encourage their children's language development) is particularly important when it comes to guiding their children appropriately through different stages of development. This self-perception, referred to as parental self-efficacy (PSE), is an important aspect of the home learning environment that has been shown to be a significant predictor of beneficial parenting practices and ultimately successful child development. However, families exhibit differences in how they encourage their children's language development and need support to feel confident in their parenting abilities. Furthermore, the family environment is becoming increasingly digitalised. Thus, there is great potential for the HLE to be enhanced via digital family support. The present study empirically tests relations between the intensity of use of a family support app, language-related PSE and HLE based on data from 184 German families with toddlers. Results of mediation analyses showed that the intensity of app use was positively related to increases in language-related PSE, which again was positively associated with an increased frequency of language-stimulating activities in the HLE. There was no direct association between the intensity of app use and language-stimulating activities. The findings illustrate that parenting apps offer a promising approach to strengthening PSE. The results also reflect more broadly the relevance of language-related PSE for the HLE of families with toddlers.

In the shadow of crisis. A systematic review and meta-analysis on the impact of the COVID-19 […] Stacheder, Magdalena; Oppermann, Elisa; Anders, Yvonne Zeitschriftenbeitrag | In: Child Development | 2026 47690 Endnote: Autor*innen: Stacheder, Magdalena; Oppermann, Elisa; Anders, Yvonne
Titel: In the shadow of crisis. A systematic review and meta-analysis on the impact of the COVID-19 pandemic on children's social-emotional skills, behavioral adjustment, and psychological well-being
In: Child Development, (2026) , S. online first
DOI: 10.1093/chidev/aacag090/8676620
URL: https://academic.oup.com/chidev/advance-article/doi/10.1093/chidev/aacag090/8676620
Dokumenttyp: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache: Englisch
Abstract: This meta-analysis synthesizes 157 longitudinal studies from 33 countries, involving demographically diverse samples from a wide range of cultural contexts, to examine COVID-19-related changes in social-emotional development, psychological well-being, and behavioral adjustment among children aged 0-12, and the moderating role of political restrictions. Results showed significant declines in children's social-emotional skills and well-being, and increases in behavioral problems in studies comparing pre-pandemic and during-pandemic data. No further declines emerged in studies comparing multiple time points during the pandemic. Political restrictions moderated the effects: Increases in restriction stringency were associated with stronger declines in well-being and greater increases in externalizing problems, whereas higher restriction levels were associated with stronger increases in internalizing problems. These findings underscore the costs of crisis-related disruptions for child development.
DIPF-Abteilung: Entwicklung in Bildungskontexten