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Frühkindliche Bildung und spätere kognitive und nicht-kognitive Fähigkeiten: Deutsche und internationale Evidenz

  • Martin Schlotter
  • Ludger Wößmann

    ()

Dieser Artikel präsentiert Ergebnisse mehrerer international vergleichender und deutschermikroökonometrischer Untersuchungen zum Zusammenhang zwischen frühkindlicher Bildungund späteren kognitiven und nicht-kognitiven Fähigkeiten anhand der TIMSS-, PISA-,IGLU- und DJI-Kinderpanel-Datensätze. Die teils neue Evidenz belegt, dass der Besuch frühkindlicherBildungseinrichtungen meist positiv mit späteren kognitiven und sozialen Kompetenzenzusammenhängt. Die international vergleichende Evidenz zu kognitiven Fähigkeitendeutet insbesondere auf eine große Bedeutung für die Chancengleichheit sowie auf die Wichtigkeitvon Qualitäts- und Wettbewerbsaspekten in frühkindlichen Bildungssystemen hin.Deutschland-spezifische Analysen legen die Bedeutung des vor der Schule erreichten Kompetenzniveausnahe, wohingegen die Evidenz zu den Effekten der zumeist als Betreuungseinrichtungenkonzipierten deutschen Kindergärten weniger eindeutig ist. Weitere Evidenzbelegt, dass ein früheres Eintrittsalter in den Kindergarten Kinder durchsetzungsfähiger machtund sie leichter Freundschaften schließen lässt.

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Paper provided by Ifo Institute for Economic Research at the University of Munich in its series Ifo Working Paper Series with number Ifo Working Paper Nr. 91.

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Date of creation: 2010
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Handle: RePEc:ces:ifowps:_91
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