IDEAS home Printed from https://ideas.repec.org/
MyIDEAS: Login to save this article or follow this journal

Frühkindliche Bildung und spätere kognitive und nichtkognitive Fähigkeiten: deutsche und internationale Evidenz

  • Martin Schlotter
  • Ludger Wößmann

Preschool Education and Later Cognitive and Non-Cognitive Skills: German and International Evidence - We present international and German evidence on the association between preschool education and later cognitive and non-cognitive skills based on data from TIMSS, PISA, PIRLS, and the DJI Children Longitudinal Study. The results show that attending preschool institutions is mostly positively associated with later cognitive and social outcomes. The international evidence on cognitive skills indicates a particular relevance for equality of opportunity, as well as the importance of aspects of quality and competition in preschool systems. German results suggest the relevance of competence levels achieved before school, whereas evidence on the effects of German Kindergarten attendance is ambiguous. Additional German evidence shows a positive effect of a younger preschool entrance age on children's assertiveness and ability to form friendships. Dieser Artikel präsentiert Ergebnisse mehrerer international vergleichender und deutscher mikroökonometrischer Untersuchungen zum Zusammenhang zwischen frühkindlicher Bildung und späteren kognitiven und nichtkognitiven Fähigkeiten anhand der TIMSS-, PISA-, IGLU- und DJI-Kinderpanel- Datensatze. Die teils neue Evidenz belegt, dass der Besuch frühkindlicher Bildungseinrichtungen meist positiv mit späteren kognitiven und sozialen Kompetenzen zusammenhängt. Die international vergleichende Evidenz zu kognitiven Fähigkeiten deutet insbesondere auf eine große Bedeutung für die Chancengleichheit sowie auf die Wichtigkeit von Qualitäts- und Wettbewerbsaspekten in frühkindlichen Bildungssystemen hin. Deutschland-spezifische Analysen legen die Bedeutung des vor der Schule erreichten Kompetenzniveaus nahe, wohingegen die Evidenz zu den Effekten der zumeist als Betreuungseinrichtungen konzipierten deutschen Kindergärten weniger eindeutig ist. Weitere Evidenz belegt, dass ein früheres Eintrittsalter in den Kindergarten Kinder durchsetzungsfähiger macht und sie leichter Freundschaften schließen lässt.

If you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.

File URL: http://ejournals.duncker-humblot.de/DH/doi/pdf/10.3790/vjh.79.3.99
Download Restriction: no

Article provided by DIW Berlin, German Institute for Economic Research in its journal Vierteljahrshefte zur Wirtschaftsforschung.

Volume (Year): 79 (2010)
Issue (Month): 3 ()
Pages: 99-120

as
in new window

Handle: RePEc:diw:diwvjh:79-3-7
Contact details of provider: Postal: Mohrenstraße 58, D-10117 Berlin
Phone: xx49-30-89789-0
Fax: xx49-30-89789-200
Web page: http://www.diw.de/en
Email:


More information through EDIRC

References listed on IDEAS
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:

as in new window
  1. Jens Ludwig & Douglas L Miller, 2007. "Does Head Start Improve Children's Life Chances? Evidence from a Regression Discontinuity Design," The Quarterly Journal of Economics, MIT Press, vol. 122(1), pages 159-208, 02.
  2. Martin R. West & Ludger Woessmann, 2008. "“Every Catholic Child in a Catholic School”: Historical Resistance to State Schooling, Contemporary Private Competition, and Student Achievement across Countries," CESifo Working Paper Series 2332, CESifo Group Munich.
  3. Gabriela Schütz & Heinrich Ursprung & Ludger Woessmann, 2005. "Education Policy and Equality of Opportunity," CESifo Working Paper Series 1518, CESifo Group Munich.
  4. Martin Schlotter, 2011. "Age at Preschool Entrance and Noncognitive Skills before School - An Instrumental Variable Approach," Ifo Working Paper Series Ifo Working Paper No. 112, Ifo Institute for Economic Research at the University of Munich.
  5. Cunha, Flavio & Heckman, James J. & Lochner, Lance, 2006. "Interpreting the Evidence on Life Cycle Skill Formation," Handbook of the Economics of Education, Elsevier.
  6. Heckman, James J. & Moon, Seong Hyeok & Pinto, Rodrigo & Savelyev, Peter A. & Yavitz, Adam, 2010. "The rate of return to the HighScope Perry Preschool Program," Journal of Public Economics, Elsevier, vol. 94(1-2), pages 114-128, February.
  7. James J. Heckman & Jora Stixrud & Sergio Urzua, 2006. "The Effects of Cognitive and Noncognitive Abilities on Labor Market Outcomes and Social Behavior," NBER Working Papers 12006, National Bureau of Economic Research, Inc.
  8. 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.
  9. James Heckman & Flavio Cunha, 2007. "The Technology of Skill Formation," American Economic Review, American Economic Association, vol. 97(2), pages 31-47, May.
  10. Eliana Garces & Duncan Thomas & Janet Currie, 2000. "Longer Term Effects of Head Start," Working Papers 00-20, RAND Corporation Publications Department.
  11. Spiess, C. Katharina & Büchel, Felix & Wagner, Gert G., 2003. "Children's School Placement in Germany: Does Kindergarten Attendance Matter?," IZA Discussion Papers 722, Institute for the Study of Labor (IZA).
  12. Melissa Osborne & Herbert Gintis & Samuel Bowles, 2001. "The Determinants of Earnings: A Behavioral Approach," Journal of Economic Literature, American Economic Association, vol. 39(4), pages 1137-1176, December.
  13. Jens Kratzmann & Thorsten Schneider, 2009. "Social Inequality, Child Care Attendance, and School Start in Germany," Schmollers Jahrbuch : Journal of Applied Social Science Studies / Zeitschrift für Wirtschafts- und Sozialwissenschaften, Duncker & Humblot, Berlin, vol. 129(2), pages 181-190.
  14. Fitzpatrick Maria D, 2008. "Starting School at Four: The Effect of Universal Pre-Kindergarten on Children's Academic Achievement," The B.E. Journal of Economic Analysis & Policy, De Gruyter, vol. 8(1), pages 1-40, November.
  15. Elizabeth U. Cascio, 2009. "Do Investments in Universal Early Education Pay Off? Long-term Effects of Introducing Kindergartens into Public Schools," NBER Working Papers 14951, National Bureau of Economic Research, Inc.
Full references (including those not matched with items on IDEAS)

This item is not listed on Wikipedia, on a reading list or among the top items on IDEAS.

When requesting a correction, please mention this item's handle: RePEc:diw:diwvjh:79-3-7. See general information about how to correct material in RePEc.

For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Bibliothek)

If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

If references are entirely missing, you can add them using this form.

If the full references list an item that is present in RePEc, but the system did not link to it, you can help with this form.

If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your profile, as there may be some citations waiting for confirmation.

Please note that corrections may take a couple of weeks to filter through the various RePEc services.

This information is provided to you by IDEAS at the Research Division of the Federal Reserve Bank of St. Louis using RePEc data.