Anja Linberg

Anja Linberg
German Youth Institute | DJI · Department of Social Monitoring and Methodology

Dr. phil.

About

49
Publications
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126
Citations

Publications

Publications (49)
Article
Although observational instruments are considered to be the gold standard for measuring toddler childcare quality, large-scale studies often have to rely on interviews or questionnaires. However, it remains unclear whether such reports can serve as reliable indicators for childcare quality. The present study used the ITERS and FCCERS to examine how...
Book
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In den ersten Lebensjahren des Kindes sind Interaktionen zwischen Mutter und Kind maßgeblich für die kindliche Entwicklung. Mütterliches Interaktionsverhalten wurde bislang besonders in den ersten Lebensjahren des Kindes hauptsächlich vor dem Hintergrund von Bindung und sozio-emotionaler Sensitivität diskutiert und untersucht. Diese Engführung des...
Article
Full-text available
Although many studies investigated the effects of the home learning environment (HLE) in the preschool years, the constructs that underlie the HLE in the years before the age of three and its effects on language development are still poorly understood. This study therefore investigated the dimensionality of the HLE at age two, its relation to the a...
Article
Zusammenfassung. Pädagogische Prozesse als zentrales Merkmal der Qualität frühkindlicher Betreuung stehen mit der Entwicklung kindlicher Fähigkeiten wie Sprache oder Mathematik in Verbindung und sind gleichzeitig von strukturellen Merkmalen abhängig. Bislang wurden diese Prozesse vor allem gruppenbezogen erfasst. Damit bleibt jedoch unklar, welche...
Article
Full-text available
It is well documented that children’s language skills already vary by socioeconomic status by the time they are about 2-3 years old. In addition, study results demonstrate that the frequency of language-stimulating interaction behavior - as an important aspect of the proximal familial learning environment - significantly predicts children’s later l...
Preprint
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Teacher stereotypes have long been recognized as drivers of unequal opportunities and stratification in education. Although past evidence suggests that salient student characteristics, such as SES and ethnicity, activate teachers’ stereotypes about students’ future achievement, less is known about how teachers’ psychological orientations relate to...
Conference Paper
Studies show that educational processes are considered a key dimension for child development and learning. Especially global and domain-specific (including math-specific) teacher-child interactions have a positive effect on child outcomes. The quality and amount of supportive interactions can be improved though teacher trainings. However, only few...
Article
Full-text available
Many employers introduced or expanded working from home (WFH) in response to increasing infection rates after the onset of the COVID‐19 pandemic. Whether WFH enhances or depletes parents’ resources for their children is still an open question. Drawing on contextual models of parenting and demands‐resources approaches, we examine how WFH during the...
Poster
Full-text available
Institutionelle Betreuungseinrichtungen stellen zentrale Entwicklungs- und Lernumwelten für Kinder dar, zunehmend auch für Kinder unter drei Jahren (Autorengruppe Bildungsberichterstattung, 2020). Neben strukturellen Merkmalen erweist sich vor allem die Qualität von Fachkraft-Kind-Interaktionen als bedeutsam für die kindliche Entwicklung und für da...
Conference Paper
Institutionelle Betreuungseinrichtungen stellen zentrale Entwicklungs- und Lernumwelten für Kinder dar, zunehmend auch für Kinder unter drei Jahren (Autorengruppe Bildungsberichterstattung, 2020). Eine Vielzahl von Studien verweist auf die zentrale Bedeutung der Qualität von Fachkraft-Kind-Interaktionen für die Entwicklung und für das Lernen der Ki...
Article
Full-text available
With the COVID-19 pandemic, children and adolescents confronted a completely new learning situation. Instead of learning in class, they had to cope with home learning to achieve academically. This mixed-method study examines how children and adolescents in Germany perceive their coping success with home learning during the COVID-19 pandemic and...
Poster
Full-text available
Only few studies investigate how and with which quality-level teacher-child interactions occur between young children under the age of three years and their teachers in German crèches. Therefore, about 200 two to three years old children attending German early child-care centers and their teachers are assessed in this study. Teacher-child interacti...
Article
Interaction processes in preschools have been mostly studied at group-level and not at child-level – which means that interactions of whole groups of children have been investigated, but not individual children’s experiences. Therefore, this paper analyses child-specific interaction processes, the individual child experiences at first and last pres...
Article
Full-text available
We analyzed the association between the analog and the digital home learning environment (HLE) in toddlers’ and preschoolers’ homes, and whether both aspects are associated with children’s social and academic competencies. Here, we used data of the national representative sample of Growing up in Germany II, which includes 4,914 children aged 0–5 ye...
Article
Full-text available
Fulltext: https://www.waxmann.com/index.php?eID=download&id_artikel=ART104310&uid=frei Mathematical competencies are a core prerequisite for educational success. In the present study, we therefore examine the relevance of the early years home and institutional learning environment at the age of two years on mathemati-cal competencies at the age of...
Article
Die Entwicklung, welche Kinder in ihren ersten drei Lebensjahren vollziehen, ist enorm. Neben dem rasanten Gewinn an kognitiven und sozio-emotionalen Fähigkeiten, erlernen Kinder auch sich selbst fortzubewegen oder sprachlich mitzuteilen. Mit der Aufgabe diesen unterschiedlichen Fähigkeiten und damit Bedürfnissen innerhalb einer Gruppe gerecht zu w...
Article
Die frühkindliche außerfamiliäre Betreuung in den ersten drei Lebensjahren gewinnt stetig an Bedeutung und Akzeptanz. Neben Betreuung und Erziehung wird besonders die Bildung in Krippe oder Tagespflege betont und damit auch spezifische Erwartungen an diese Formen der Betreuung gestellt. Der vorliegende Beitrag untersucht Erwartungen frühpädagogisch...
Article
Full-text available
International study results point to potential negative associations of time spent in early childhood education and care (ECEC) centres in the first 3 years of a child’s life and socio-emotional outcomes. However, the transferability of international results to the German ECEC system and the impact of characteristics of the home learning environmen...
Technical Report
Full-text available
Especially in the early years of life, interactions in the home learning environment play a major role for child development and later educational career. As one of only a few large-scale longitudinal studies, the Newborn Cohort of the National Educational Panel Study (NEPS) (Weinert, Linberg, Attig, Freund & Linberg, 2016) took up the challenge of...
Article
Full-text available
Interaction quality and child temperament predict early and later child development. Research hints at transactional interrelations of both aspects but lacks adequate data to examine this assumption. Maternal psychosocial resources are suspected moderators in this context but rarely taken into account. Drawing on data of the German National Educati...
Article
Quality of early home learning environment, especially of maternal interaction behaviour, strongly influences child development. The study investigated whether this quality is reduced by difficult child temperament in presence of cumulated strains of maternal coping capacities. We draw on 2190 cases of the Starting Cohort 1 of the German National E...
Conference Paper
Soziale Disparitäten in der rezeptiven und expressiven Sprachkompetenz sind bereits im Alter von drei Jahren gut dokumentiert (Weinert & Ebert, 2013; Vasilyeva & Waterfall, 2011). Hingegen ist weniger klar, wann diese Ungleichheiten zum ersten Mal in Erscheinung treten. Bio-ökologischen Ansätzen zufolge prägen Interaktionen eines Kindes mit seinen...
Presentation
The distinction of interaction behavior along the dimensions of stimulating and emotional supporting interaction behavior has been found to be fruitful, as both aspects are shaped differently and associated with different background variables. Application of this differentiation has been expanding from older children to the age group of toddlers in...
Presentation
Für die Erfassung der Qualität von Krippen gelten Beobachtungsinstrumente als der Goldstandard. Reliable Einschätzungen der Qualität des Betreuungssettings können von jungen Kindern meist nicht geleistet werden, Eltern sind während der Betreuung nicht anwesend und verfügen zudem nicht über professionelle Kriterien und Aussagen der pädagogischen Fac...
Conference Paper
Quality of children’s early home learning environment, especially the quality of interaction in terms of sensitive and stimulating behavior, is one of the most important and long-lasting predictors of a advantageous child development. However, various study results point to a reduced parental ability to provide high quality interactions, when emoti...
Article
Full-text available
The paper provides an overview of a German cohort study of newborns which includes a representative sample of about 3500 infants and their mothers. The aims, challenges, and solutions concerning the large-scale assessment of early child capacities and skills as well as the measurements of learning environments that impact early developmental progre...
Chapter
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In early childhood sensitive mother-child-interactions are presumed to be especially beneficial to children’s language, cognitive and socio-emotional development. Sensitivity is defined as a behaviour that reacts and refers to a child’s needs and interests in an appropriate way (Ainsworth et al., 1974). International studies identified characterist...
Conference Paper
Die Qualität häuslicher Lernumwelt und insbesondere einer sensitiven als auch im Sinne des Scaffolding Konzepts anregenden Mutter-Kind-Interaktion in der frühen Kindheit wird als bedeutsamer langfristiger Prädiktor einer günstigen sprachlichen, kognitiven und sozio-emotionalen Entwicklung postuliert. Internationale Längsschnittstudien konnten diese...
Presentation
The importance of interactions for child development is not only postulated by learning and developmental theories (e.g. Bronfenbrenner & Morris, 2000), but also internationally substantiated by results of various studies (e.g. Melhuish et al., 2008). In early childhood sensitive mother-child interactions are presumed to be especially beneficial to...
Presentation
The importance of interactions for child development is not only postulated by learning and developmental theories (e.g. Bronfenbrenner & Morris, 2000), but also internationally substantiated by results of various studies (e.g. Melhuish et al., 2008). In early childhood sensitive mother-child interactions are presumed to be especially beneficial to...
Article
Full-text available
Die erweiterte Altersmischung durch Aufnahme von unter dreijährigen Kindern in klassische Kindergartengruppen für Drei- bis Sechsjährige ist Praxis in vielen Kindergärten. Dass eine derartige strukturelle Veränderung nicht ohne Folgen für das Interaktionsgeschehen und damit für pädagogische Prozesse im Kindergartenalltag bleibt ist zu vermuten, da...
Chapter
Full-text available
There is strong evidence that the learning opportunities offered in familial learning environments have a long-lasting impact on children’s development and educational career. As one of only a few large-scale longitudinal studies, the National Educational Panel Study (NEPS) Starting Cohort 1—Newborns is taking up the challenge of direct assessment...
Conference Paper
Full-text available
Die Qualität der häuslichen Lernumwelt und insbesondere der Mutter-Kind-Interaktion in der frühen Kindheit hat sich wiederholt als bedeutsamer und langfristiger Prädiktor einer günstigen sprachlichen, kognitiven und sozio-emotionalen Entwicklung des Kindes gezeigt (z.B. Pearson et al., 2011). Unter dieser Qualität wird gerade in früher Kindheit sow...
Technical Report
Full-text available
Interaktionen in der familialen Lernumwelt sind besonders im jungen Alter von zentraler Bedeutung für die kindliche Entwicklung und spätere Bildungsverläufe. Um diese Bildungsprozesse in Familien detaillierter zu beleuchten, ist die Erfassung der familialen Lernumwelt in der Startkohorte 1 - Neugeborene und frühkindliche Bildung des Nationalen Bild...
Presentation
Sensitivität in frühen Mutter-Kind-Interaktionen wird als prompte und (entwicklungs-)angemessene Reaktion auf kindliche Signale definiert und gilt weithin als entscheidend für die Entwicklung sozio-emotionaler, kognitiver und sprachlicher Kompetenzen (u.a. De Wolff & van Ijzendoorn 1997). Als Determinanten sensitiver Mutter-Kind-Interaktionen sin...
Presentation
Über den Lebenslauf hinweg sind Individuen in verschiedene Lernumwelten eingebunden. Das Nationale Bildungspanel (NEPS) erfasst diese formalen, nonformalen und informellen Lernumwelten von früher Kindheit bis ins späte Erwachsenenalter. Besonders in den jüngsten Jahren ist die informelle Lernumwelt Familie von zentraler Bedeutung: zum einen ist sie...
Presentation
Sensitives elterliches Interaktionsverhalten gerade in der frühen Kindheit gilt als zentral für die Entwicklung von bildungsrelevanten Kompetenzen. Mütterliche Sensitivität wird in der Bindungsforschung definiert als prompte und angemessene mütterliche Reaktion auf kindliche Signale. Aktuellen Forschungsergebnissen zufolge, wird Sensitivität jedoch...
Presentation
Early childhood is nowadays acknowledged as an important and crucial phase of life, which lays the ground for further development and achievement. Although many study results highlight the importance of familial and institutional learning environments and educational processes in early life, there is still further research needed to explore the exa...
Presentation
The early childhood cohort of the German National Educational Panel Study (NEPS) will assess longitudinally the direct and indirect measurements regarding various factors relating to education in early infancy. Because of the profound significance of familial learning opportunities for child development, the NEPS is taking up the challenge of direc...
Presentation
Die zentrale Bedeutung frühester Lernumwelten und der darin stattfindenden Interaktionen für die Entwicklung bildungsrelevanter Kompetenzen scheint in Theorie und Forschung weitestgehend unumstritten. Zunehmend rückt nun die Identifikation partikularer domänenspezifischer Einflussfaktoren in den Vordergrund. Einzelne Studienergebnisse deuten zudem...
Presentation
The NEPS birth cohort study will assess direct and indirect measures of various education-relevant factors at child’s very early age. As results of other studies show, there is strong evidence that child’s early familial learning opportunities have long-lasting impact on later child outcomes. As one of few large-scale longitudinal studies NEPS is t...

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Project (1)
Project
The EarlyMath project focuses on the development of children from the age of two years and investigates the relationships between global and domain-specific interactional behavior of preschool teacher and the early development of mathematical competences up to the age of four. By implementing an intervention-based design we will be able to draw conclusions about relevant factors influencing early mathematical development and to provide indications for the future design of interactions with children younger than four years of age.