Study title

In Switzerland, social background and educational career are closely correlated. Against this background, the study ZEPPELIN aims at addressing the problem of inequality from the beginning, i.e., children’s birth. The longitudinal intervention study examines whether selective prevention efforts increase educational opportunities of children from families in psychosocial risk constellations. Background Compared to other European countries, the relationship between family background and educational achievement is especially high in Switzerland and Germany (OECD, 2005). Furthermore, a quite large number of these children are assigned to special education classes or schools (European Agency, 2010). So far, measures addressing this problem only at school age show little effect (Moser & Lanfranchi, 2008). Therefore, disparities in education arising from family background should be addressed at an early age. Early childhood care and education interventions thus focus on the prevention of learning and achievement disorders due to unfavorable starting conditions by strengthening parenting competencies. Objectives ZEPPELIN is an intervention study in collaboration with the Office of Youth and Career Counseling Services (Amt für Jugend und Berufsberatung, AJB) with the following objectives: First, interdisciplinary early recognition of children jeopardised in their development for psychosocial reasons. Second, intensive and case-related early support of these families, in order to increase the long-term educational opportunities of the children. Both objectives are examined by the means of efficacy evaluation. Research question Based on the PPCT design according to Bronfenbrenner and Morris (2006) – which considers development as an interaction between person and environment within the context of socio-spatial and timely conditions – ZEPPELIN 0-3 focuses on the question if early support programs affect the development of children (age 0-3) in families with psychosocial...