Study title

Pedagogical Quality in the German early education system (familial and non-familial) NUBBEK offers an empirical basis to study the care and education within and outside of the family for two- (n = 1242) and four-year old children (n = 714). 27 Percent of all sampled children grew up in either Turkish or Russian immigrant families. NUBBEK adopted a socio-ecological perspective on education and care: Data on orientation, structure, and processes were gathered within the home environment as well as in 567 external child care settings. The characteristics to identify the quality of the structure and the orientation is surveyed via questionnaires and interviews with day care workers and managers as well as other child care workers. Field observation has been applied too. Further sources of information were the (written) pedagogical concepts as well as the educator’s personal characteristics and educational aims. The pedagogical process quality was measured with the integrated quality scale (IQS). Different subscales have been used for the groups of four year old children, groups of two year old children, mixed groups and groups within private day care centers. In addition to that, the Caregiver Interaction Scale (CIS) to measure the Interaction between the child and its caregiver, and a questionnaire on the activities performed with each child have been applied for all day care settings. The quality rating of the different settings has been specified after hours of observation by trained observers. The quality of the care and education within the family has been measured via information from the interviews, such as the education of the mother, the socio economic status and the family structure and items from the questionnaire, such as educational goals and the mental stability of the mothers. The mother-child interaction was measured by observation. The activities performed together and the mother-child relationship were measured vie items of the questionnaire. I....