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Informelle Förderangebote — Eine empirische Analyse ihrer Nutzung in der frühen Kindheit

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  • Mühler, Grit
  • Spieß, C. Katharina

Abstract

In Deutschland nutzt über die Hälfte aller Kinder unter sechs Jahren informelle Förderangebote, wie z.B. ElternKind-Gruppen, Kinderturnen oder frühkindliche Musik-und Kunsterziehung. Basierend auf den repräsentativen Mikrodaten des Sozio-oekonomischen Panels (SOEP) untersucht der vorliegende Beitrag, welche Faktoren die Inanspruchnahme informeller Förderangebote bei Kindern im Vorschulalter in Ost- und Westdeutschland beeinflussen. Unsere Ergebnisse zeigen, dass Kinder aus westdeutschen Haushalten mit höherem Einkommen und höherem mütterlichen Bildungsniveau eher informelle Förderangebote nutzen. Bei Kindern im Alter von 3–5 Jahren haben informelle Förderangebote eher einen komplementären Charakter, d.h., sie ergänzen den Besuch einer Kindertageseinrichtung. Die Analysen weisen ferner auf einen statistisch signifikanten Zusammenhang zwischen der Nutzung informeller Förderangebote und dem adaptiven Verhalten von Kindern hin: Kinder, die turnen oder schwimmen, weisen ceteris paribus höhere Entwicklungsmaße auf als Kinder, die keine sportliche Frühförderung erfahren. Unsere Untersuchung leistet damit einen ersten Beitrag für die multivariate Analyse der Inanspruchnahme von informellen Bildungsangeboten ab dem ersten Lebensjahr bis zum Schuleintritt. -- The attendance of informal early education activities - an empirical analysis. More than half of the children in Germany under the age of six attend some sort of informal early education activities other than formal early education in daycare centers or family daycare. Among these activities are parent-child-playgroups, sport programs for children or early music or art education. Using representative micro-level data from the German Socio-Economic Panel (SOEP) our study analyses factors which are correlated with the use of informal education activities by families in East and West Germany. Our results show that children in West German households with a high income and higher maternal education use such activities more often. For pre-schoolers aged 3-5 years informal education activities are complementary to the attendance of daycare centers. Moreover, our analyses show a significant relationship between the use of such activities and the adaptive behavior of children. Children who attend sport programs score higher in early development scales compared to children who do not participate in early sports. Thus, our study contributes to the literature providing an empirical analysis of informal activities for children from birth until school entry.

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Bibliographic Info

Article provided by ZBW - German National Library of Economics in its journal EconStor Open Access Articles.

Volume (Year): (2009)
Issue (Month): ()
Pages: 29-46

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Handle: RePEc:zbw:espost:71838

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Keywords: frühe Kindheit; informelle Förderangebote; Mikrodaten; Nutzung frühkindlicher Förderangebote;

References

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  1. Pfeifer, Christian & Cornelißen, Thomas, 2010. "The impact of participation in sports on educational attainment--New evidence from Germany," Economics of Education Review, Elsevier, vol. 29(1), pages 94-103, February.
  2. Katja Coneus & Friedhelm Pfeiffer, 2007. "Self-Productivity in Early Childhood," SOEPpapers on Multidisciplinary Panel Data Research 39, DIW Berlin, The German Socio-Economic Panel (SOEP).
  3. John Cawley & C. Katharina Spieß, 2008. "Obesity and Developmental Functioning Among Children Aged 2-4 Years," Discussion Papers of DIW Berlin 786, DIW Berlin, German Institute for Economic Research.
  4. Marcel Erlinghagen & Joachim R. Frick & Gert G. Wagner, 2006. "Ein Drittel der 17-jährigen Jugendlichen in Deutschland treibt keinen Sport," DIW Wochenbericht, DIW Berlin, German Institute for Economic Research, vol. 73(29), pages 421-427.
  5. Charlotte Büchner & C. Katharina Spieß, 2007. "Die Dauer vorschulischer Betreuungs- und Bildungserfahrungen: Ergebnisse auf der Basis von Paneldaten," SOEPpapers on Multidisciplinary Panel Data Research 10, DIW Berlin, The German Socio-Economic Panel (SOEP).
  6. Nicole Schmiade & C. Katharina Spieß & Wolfgang Tietze, 2008. "Zur Erhebung des adaptiven Verhaltens von zwei- und dreijährigen Kindern im Sozio-oekonomischen Panel (SOEP)," SOEPpapers on Multidisciplinary Panel Data Research 116, DIW Berlin, The German Socio-Economic Panel (SOEP).
  7. Landvoigt, Tim & Muehler, Grit & Pfeiffer, Friedhelm, 2007. "Duration and Intensity of Kindergarten Attendance and Secondary School Track Choice," ZEW Discussion Papers 07-051, ZEW - Zentrum für Europäische Wirtschaftsforschung / Center for European Economic Research.
  8. Nicole Schmiade & C. Katharina Spieß & Wolfgang Tietze, 2008. "Zur Erhebung des adaptiven Verhaltens von zwei- und dreijährigen Kindern im Sozio-oekonomischen Panel (SOEP)," Data Documentation 35, DIW Berlin, German Institute for Economic Research.
  9. Jürgen Schupp & C. Katharina Spieß & Gert G. Wagner, 2008. "Die verhaltenswissenschaftliche Weiterentwicklung des Erhebungsprogramms des SOEP," Vierteljahrshefte zur Wirtschaftsforschung / Quarterly Journal of Economic Research, DIW Berlin, German Institute for Economic Research, vol. 77(3), pages 63-76.
  10. Long, James E & Caudill, Steven B, 1991. "The Impact of Participation in Intercollegiate Athletics on Income and Graduation," The Review of Economics and Statistics, MIT Press, vol. 73(3), pages 525-31, August.
  11. John M. Barron & Bradley T. Ewing & Glen R. Waddell, 2000. "The Effects Of High School Athletic Participation On Education And Labor Market Outcomes," The Review of Economics and Statistics, MIT Press, vol. 82(3), pages 409-421, August.
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