„Bildungsungleichheit besteht bereits vor dem Beginn der Schulzeit. Daher kommt frühkindlichen Bildungs- und Betreuungsangeboten eine bedeutende Rolle zu, um in möglichst jungen Jahren gleiche Startchancen für alle Kinder herzustellen. Die Forschung zeigt, dass Maßnahmen im frühkindlichen Bereich gerade für Kinder aus benachteiligten Verhältnissen besonders effektiv sind und hohe individuelle und gesamtwirtschaftliche Erträge aufweisen.“
Univ.-Prof. Dr. Ludger Wößmann u. a., Der ifo-„Ein Herz für Kinder“-Chancenmonitor. Wie (un-)gerecht sind die Bildungschancen von Kindern aus verschiedenen Familien in Deutschland verteilt?. In: ifo Schnelldienst 4/2023 vom 19. April 2023, S. 40.

„Gerade bei Kindern, bei denen Deutsch nicht die häusliche Umgangssprache ist, kann eine gezielte Sprachförderung in Verbindung mit einem täglichen Austausch mit muttersprachlichen Kindern in frühkindlichen Bildungseinrichtungen die Einschulungsreife deutlich verbessern.“
Univ.-Prof. Dr. Ludger Wößmann u. a., Der ifo-„Ein Herz für Kinder“-Chancenmonitor. Wie (un-)gerecht sind die Bildungschancen von Kindern aus verschiedenen Familien in Deutschland verteilt?. In: ifo Schnelldienst 4/2023 vom 19. April 2023, S. 41.

„Zahlreiche Forschungsergebnisse legen nahe, dass Erfahrungen im frühen Kindesalter langfristige Auswirkungen auf die gesundheitliche, kognitive und sozio-emotionale Entwicklung haben. Bildungskonzepte, die Eltern bei der Erziehung unterstützen, können dazu beitragen, ein möglichst entwicklungsförderndes Umfeld für Kinder zu schaffen. Solche Maßnahmen können besonders dann langfristige Auswirkungen haben, wenn sie frühzeitig stattfinden und zu dauerhaften Veränderungen im Verhalten der Eltern führen.“
Univ.-Prof. Dr. Ludger Wößmann u. a., Der ifo-„Ein Herz für Kinder“-Chancenmonitor. Wie (un-)gerecht sind die Bildungschancen von Kindern aus verschiedenen Familien in Deutschland verteilt?. In: ifo Schnelldienst 4/2023 vom 19. April 2023, S. 41.

„Die Teilnahmequote für Kinder im Alter zwischen drei Jahren und dem Pflichtschulalter von sechs Jahren lag 2021 bei 89 % und ist seit 2017 weitgehend stabil geblieben. Dieser Wert liegt 3,5 Prozentpunkte unter dem EU-Durchschnitt und 7 Prozentpunkte unter dem EU-Ziel von 96 % bis 2030.“
EU-Kommission (Hrsg.), Monitor für die allgemeine und berufliche Bildung 2023. Österreich (2023), S. 7.

„Ein wichtiger Zugang zur Reduzierung von zuwanderungsbedingten Ungleichheiten bleibt die Sprachförderung, die weit früher als in der Sekundarstufe I einsetzen und ein zentraler Bestandteil frühkindlicher Bildung sein muss.“
Univ.-Prof. Dr. Doris Lewalter u. a., PISA 2022. Analyse der Bildungsergebnisse in Deutschland (2023), S. 165.

„Unterschiedliche Lernumwelten während der frühen Kindheit (z. B. frühe familiäre Lernumwelt, frühe Gleichaltrigengruppe, Kindergarten) führen dazu, dass sich Kinder verschiedener sozialer Herkunft bereits bei Schuleintritt in ihren Lernvoraussetzungen unterscheiden.“
Dr. Max Nachbauer, Die Effekte von Schule auf Leistungsentwicklung und Leistungsunterschiede nach sozialer Herkunft (2023), S. 56.

„Statushohe Eltern sprechen insgesamt mehr mit ihren Kindern als statusniedrige Eltern, sie verwenden ein vielfältigeres Vokabular (insbesondere mehr bildungssprachliche Begriffe) und sie richten mehr Fragen an ihr Kind. Weitere Unterschiede zugunsten von statushohen Familien sind bei sprachlich anregenden Eltern-Kind-Aktivitäten wie Vorlesen, Wortspielen oder Singen festzustellen. Auch bezüglich der mathematischen Anregung weisen Forschungsbefunde auf systematische Unterschiede hin. So sprechen statushohe Eltern mit ihren Kindern häufiger über Zahlen und Formen und beschäftigen sich gemeinsam mit den Kindern häufiger mit mathematischem Spielmaterial (z. B. Bauklötze, Brettspiele).“
Dr. Max Nachbauer, Die Effekte von Schule auf Leistungsentwicklung und Leistungsunterschiede nach sozialer Herkunft (2023), S. 63.

„Lernförderliche Effekte der kognitiven Anregung können sowohl bezüglich sprachlicher Kompetenzen als auch bezüglich mathematischer Kompetenzen belegt werden, insbesondere in der frühen Kindheit.“
Dr. Max Nachbauer, Die Effekte von Schule auf Leistungsentwicklung und Leistungsunterschiede nach sozialer Herkunft (2023), S. 63.

„Beim Besuch einer frühpädagogischen Einrichtung zeigt sich konsistent, dass sozial benachteiligte Kinder stärker vom Besuch bzw. einer hohen Besuchsdauer profitieren als sozial privilegierte Kinder.“
Dr. Max Nachbauer, Die Effekte von Schule auf Leistungsentwicklung und Leistungsunterschiede nach sozialer Herkunft (2023), S. 68.

„In der Literatur herrscht Einigkeit darüber, dass bereits bei Schuleintritt bedeutende herkunftsspezifische Unterschiede zwischen den Schüler/-innen bestehen.“
Dr. Max Nachbauer, Die Effekte von Schule auf Leistungsentwicklung und Leistungsunterschiede nach sozialer Herkunft (2023), S. 76.

„Kinder verschiedener sozialer Herkunft verfügen bereits bei Schuleintritt über unterschiedliche mathematische Ausgangskompetenzen. Unterschiede in mathematischen Ausgangskompetenzen zeigen sich hierbei sowohl beim Eintritt in die Grundschule als auch beim Eintritt in die Sekundarschule. Dieser Kompetenzvorsprung ist wesentlich für Unterschiede im Lernerfolg, da der vorausgehende Kompetenzstand im Allgemeinen den besten Prädiktor für den später erreichten Kompetenzstand darstellt.“
Dr. Max Nachbauer, Die Effekte von Schule auf Leistungsentwicklung und Leistungsunterschiede nach sozialer Herkunft (2023), S. 76.

„Die Tatsache, dass frühkindliche Bildung, Betreuung und Erziehung (FBBE) bei der kognitiven und emotionalen Entwicklung, den Lernerfolgen und dem Wohlergehen von Kindern eine entscheidende Rolle spielt, rückt immer stärker ins Bewusstsein der politischen Entscheidungsträgerinnen und -träger. Kinder, die in jungem Alter an hochwertigem organisiertem Lernen teilnehmen, erzielen später mit höherer Wahrscheinlichkeit bessere Bildungserfolge. Das gilt insbesondere für Kinder mit sozioökonomisch benachteiligtem Hintergrund, da diese häufig weniger Gelegenheit haben, ihre Fähigkeiten im häuslichen Lernumfeld zu entfalten.“
OECD (Hrsg.), Bildung auf einen Blick 2023 (2023), S. 179.

„Unter den OECD-Ländern herrscht zunehmend Konsens darüber, wie wichtig hochwertige FBBE (Anm.: = Frühkindliche Bildung, Betreuung und Erziehung) ist. Studien aus unterschiedlichen Bereichen weisen darauf hin, dass die Beteiligung an hochwertiger FBBE mit kurz- und langfristigen positiven Ergebnissen einhergeht.“
OECD (Hrsg.), Bildung auf einen Blick 2023 (2023), S. 181.

„2021 nahmen im Durchschnitt der OECD-Länder etwa drei Viertel der 3-Jährigen an formalen FBE-Angeboten (Anm.: FBE = frühkindliche Bildung und Erziehung) teil.“
OECD (Hrsg.), Bildung auf einen Blick 2023 (2023), S. 183.
Im OECD-Durchschnitt waren es 73 %, in Österreich 78 %. (Quelle: ibidem, Tab. B2.1)

„In den meisten OECD- sowie Partner- und/oder Beitrittsländern nimmt die überwiegende Mehrheit der 3- bis 5-Jährigen, die eine Bildungseinrichtung besuchen, an vorschulischen Bildungsgängen für Kinder ab 3 Jahren teil. In Ländern wie Australien, Irland, Neuseeland und dem Vereinigten Königreich treten die Kinder jedoch mit 5 Jahren in den Primarbereich ein.“
OECD (Hrsg.), Bildung auf einen Blick 2023 (2023), S. 184.

„Im Durchschnitt der OECD-Länder kommen in den Bildungsgängen für Kinder ab 3 Jahren auf jede pädagogische Fachkraft 14 Kinder, wobei es große Unterschiede zwischen den einzelnen Ländern gibt.“
OECD (Hrsg.), Bildung auf einen Blick 2023 (2023), S. 189.
Im OECD-Durchschnitt sind es 14,0 Kinder, in Österreich 13,7 Kinder. (Quelle: ibidem, Tab. B2.2; Stand 2021)

„Im Durchschnitt der OECD-Länder ist im Bereich FBBE (Anm.: FBBE = frühkindliche Bildung, Betreuung und Erziehung) für Kinder unter 3 Jahren 1 pädagogische Fachkraft für 9 Kinder zuständig, wobei die Bandbreite von 3 Kindern in Island bis zu 29 im Vereinigten Königreich reicht.“
OECD (Hrsg.), Bildung auf einen Blick 2023 (2023), S. 189.
Im OECD-Durchschnitt sind es 9,2 Kinder, in Österreich 9,5 Kinder. (Quelle: ibidem, Tab. B2.2; Stand 2021)

„In vielen Ländern steigen die durchschnittlichen tatsächlichen Gehälter von pädagogischen Fachkräften bzw. Lehrkräften tendenziell mit steigendem Bildungsbereich, was bedeutet, dass die Gehälter von pädagogischen Fachkräften im Bereich FBBE am wenigsten wettbewerbsfähig sind.“
OECD (Hrsg.), Bildung auf einen Blick 2023 (2023), S. 190.

„OECD-weit belaufen sich die für 3- bis 5-Jährige in FBE (Anm.: FBE = frühkindliche Bildung und Erziehung) und im Primarbereich aufgewandten staatlichen Mittel auf 0,6 % des BIP. Diese Bandbreite reicht von 0,3 % des BIP in Griechenland, Irland, Rumänien und der Türkei bis mindestens 1 % des BIP in Ländern wie Island und Norwegen.“
OECD (Hrsg.), Bildung auf einen Blick 2023 (2023), S. 193f.
In Österreich sind es 0,55 % des BIP. (Quelle: ibidem, Tab. B2.3; Stand 2020)

„Im Durchschnitt der OECD-Länder wurden 2020 die Gesamtausgaben für FBBE (Anm.: FBBE = frühkindliche Bildung, Betreuung und Erziehung) für Kinder unter 3 Jahren zu 26 % privat finanziert, bei FBBE für Kinder ab 3 Jahren waren es 14 %. […] FBBE ist für viele Eltern weiterhin kostspielig, insbesondere für Eltern von Kindern unter 3 Jahren, da für sie der finanzielle Beitrag der Haushalte in der Regel höher ist als im Bereich für Kinder ab 3 Jahren.“
OECD (Hrsg.), Bildung auf einen Blick 2023 (2023), S. 194.
In Österreich waren es 23 % für Kinder unter 3 Jahren und 11 % für Kinder ab 3 Jahren. (Quelle: ibidem, Tab. B2.3)

„In den OECD-Ländern variiert das Verhältnis von öffentlicher und privater Finanzierung am meisten im Bereich für Kinder ab 3 Jahren und im Tertiärbereich, wo eine vollständige oder fast vollständige öffentliche Finanzierung weniger üblich ist. In diesen Bildungsbereichen stammt die private Finanzierung vor allem von den privaten Haushalten, was Fragen hinsichtlich der Chancengerechtigkeit beim Zugang zu Bildung aufwirft. Besonders intensiv wird diese Debatte im Hinblick auf die Finanzierung des Tertiärbereichs geführt.“
OECD (Hrsg.), Bildung auf einen Blick 2023 (2023), S. 314.

„Im Durchschnitt der OECD-Länder mit verfügbaren Daten macht FBE 1,6 % der öffentlichen Gesamtausgaben aus, wobei die Spanne von 0,3 % in Japan bis 3,6 % in Island reicht.“
OECD (Hrsg.), Bildung auf einen Blick 2023 (2023), S. 335.
In Österreich macht FBE 1,3 % der öffentlichen Gesamtausgaben aus. (Quelle: ibidem, Tab. C4.1)

„Die Kinderbetreuungsquote (Anteil der in Kindertagesheimen betreuten Kinder im Vergleich zur gleichaltrigen Wohnbevölkerung) der 3- bis 5-Jährigen erhöhte sich von 90,7 % (2010) auf 93,8 % im Jahr 2021.“
Statistik Austria (Hrsg.), Agenda 2030 SDG-Indikatorenbericht 2021 (2023), S. 29.

„Die Betreuungsquote der 3-Jährigen erhöhte sich seit 1995 von 45,3 % auf mittlerweile 88,0 %. Bei den 4-Jährigen war im gleichen Zeitraum ein Anstieg von 80,4 % auf 96,2 %, bei den 5-Jährigen von 86,3 % auf 97,3 % zu verzeichnen.“
Statistik Austria (Hrsg.), Bildung in Zahlen 2021/22. Schlüsselindikatoren und Analysen (2023), S. 22.

„Bei den staatlichen Bildungsausgaben nach Bildungsbereichen weisen die allgemein bildenden Pflichtschulen (APS) mit 6.489,6 Mio. € bzw. 28,6 % aller Ausgaben und die Hochschulen mit 5.849,2 Mio. € bzw. 25,8 % die höchsten Ausgaben auf. […] Die stärksten Ausgabensteigerungen waren seit dem Jahr 2000 bei den Kindertagesheimen zu beobachten.“
Statistik Austria (Hrsg.), Bildung in Zahlen 2021/22. Schlüsselindikatoren und Analysen (2023), S. 86.

„Die Ausgaben der Privathaushalte für staatliche Bildungsleistungen beliefen sich im Jahr 2021 insgesamt auf 394,0 Mio. €. Das entspricht rund 1,7 % der staatlichen Bildungsausgaben, die in Form von Beiträgen, Gebühren und Selbstbehalten von den privaten Haushalten an den Staat zurückbezahlt werden. Der größte Teil entfiel mit 187,7 Mio. € auf Kindertagesheimgebühren. Das umfasst Besuchsbeiträge, Beiträge zum laufenden Aufwand (z. B. Bastelbeiträge), zum Kindergartentransport sowie Beiträge für Verpflegung. Der Aufwand für Studienbeiträge der privaten Haushalte betrug im Jahr 2021 56,5 Mio. €.“
Statistik Austria (Hrsg.), Bildung in Zahlen 2021/22. Schlüsselindikatoren und Analysen (2023), S. 88.

„Betrachtet man die Entwicklung der Betreuungsquoten der 3-, 4- und 5-jährigen Kinder (den Anteil der in Kindertagesheimen betreuten Kinder, bezogen auf die gleichaltrige Wohnbevölkerung) in den letzten zehn Jahren, zeigt sich, dass bei allen drei Alterskategorien beträchtliche Anstiege zu erkennen sind. So erhöhte sich die Betreuungsquote der 3-Jährigen von 81,5 % im Jahr 2012 auf mittlerweile 88,8 %. Bei den 4-Jährigen stieg die Betreuungsquote in den letzten zehn Jahren von 94,3 % auf 96,0 %. Ein Anstieg war auch bei den 5-Jährigen von 95,9 % auf 98,0 % zu verzeichnen.“
Statistik Austria (Hrsg.), Kindertagesheim-Statistik 2022/23 (2023), S. 9.

„Der Anteil der nicht-deutschsprachigen Kinder in elementaren Kinderbetreuungseinrichtungen stieg im Kindergartenjahr 2021/22 gegenüber 2016/17 leicht von 31,5 % auf 32,0 % an, wobei die Sprachenvielfalt zugenommen hat.“
Statistik Austria (Hrsg.), Migration & Integration. Zahlen.Daten.Indikatoren 2023 (2023), S. 8.

„2021/22 stammten 32 % der Kinder in elementaren Bildungseinrichtungen aus nicht-deutschsprachigen Familien, wobei sich dieser Wert im Vergleich zu 2016/17 kaum verändert hat.“
Statistik Austria (Hrsg.), Migration & Integration. Zahlen.Daten.Indikatoren 2023 (2023), S. 42.

„Zu Beginn des Kindergartenjahres 2021/22 hatten rund 28 % (48100) aller 4- und 5-jährigen Kinder in elementaren Bildungseinrichtungen (173600) – unabhängig von ihrer Erstsprache – einen Deutschförderbedarf. Am Ende desselben Kindergartenjahres waren es nur noch rund 21 % (37300) derselben Gruppe. Insgesamt konnte somit der Bedarf an Förderung in der Bildungssprache Deutsch bei den Kindern der Jahrgangsstufen 4 und 5 innerhalb eines Kindergartenjahres um mehr als 22 % gesenkt werden.“
Statistik Austria (Hrsg.), Migration & Integration. Zahlen.Daten.Indikatoren 2023 (2023), S. 42.

„Some EU countries undertake specific measures to enhance access to ECEC (Anm.: ECEC = early childhood education and care) for disadvantaged groups or children who do not speak the language of instruction at home. For instance, in Sweden, municipalities must offer a place in ECEC to children who have lived in the country for a short time, even if their guardians have not applied for it. […] In Lithuania, as of 2022, participation in ECEC is mandatory for children from families at social risk.“
EU-Kommission (Hrsg.), Education and Training Monitor 2023 (2023), S. 24.

„When leave and ECEC (Anm.: ECEC = early childhood education and care) policies are harmonised, a place in ECEC is guaranteed for every child at the end of leave (or even before), and no ECEC gap exists. In most EU education systems, however, families face a long period of time after adequately paid leave expires and before a child has a guaranteed place in ECEC.“
EU-Kommission (Hrsg.), Education and Training Monitor 2023 (2023), S. 24.
Österreich gehört laut EU-Kommission mit 3,8 Jahren zu den EU-Staaten mit einem besonders großen „ECEC gap“ (Quelle: ibidem, Fig. 9.)

„Six EU countries (France, Belgium, Denmark, Ireland, Sweden, and Spain) have reached the EU-level 2030 target of 96% participation of children aged 3 and above in ECEC (Anm.: ECEC = early childhood education and care).“
EU-Kommission (Hrsg.), Education and Training Monitor 2023 (2023), S. 27.
Im EU-Durchschnitt waren es 2021 92,5 %, in Österreich 89,0 %. (Quelle: Eurostat-Datenbank, Abfrage vom 12. Jänner 2024.)

„Currently, in Europe, there are two approaches to ensuring universal access to ECEC. Some countries provide a legal entitlement to an ECEC place, while others make ECEC attendance compulsory.“
EU-Kommission (Hrsg.), Structural indicators for monitoring education and training systems in Europe – 2023. Early childhood education and care (2023), S. 5.

„Only seven EU Member States (Denmark, Germany, Estonia, Latvia, Slovenia, Finland and Sweden) as well as Norway guarantee a place in ECEC for each child from an early age (6–18 months), often immediately after the end of childcare leave. […] Therefore, when considering the differences in the starting age of the guaranteed place in ECEC, it is important to take into account another important family policy measure, namely the length of childcare leave.“
EU-Kommission (Hrsg.), Structural indicators for monitoring education and training systems in Europe – 2023. Early childhood education and care (2023), S. 5f.

„The ECEC gap indicates the amount of time a child is not covered either by childcare leave or a guaranteed place in ECEC. […] The difference between the well-paid childcare leave and the start of the legal entitlement is between 1 and 2 years in Czechia, Latvia, Luxembourg, Hungary and Poland. […] The ECEC gap is between 2 and 3 years in Belgium, Spain, France and Portugal.“
EU-Kommission (Hrsg.), Structural indicators for monitoring education and training systems in Europe – 2023. Early childhood education and care (2023), S. 6f.
In Österreich beträgt er nach EU-Definition 3,8 Jahre. (Quelle: ibidem, S. 7.)

„From around age 3, almost half of European countries offer free ECEC. […] Most of these countries combine free ECEC with a place guarantee (Belgium, Spain, France, Luxembourg, Hungary, Poland and Portugal).“
EU-Kommission (Hrsg.), Structural indicators for monitoring education and training systems in Europe – 2023. Early childhood education and care (2023), S. 9.
In Österreich ist der Besuch von Elementarbildungseinrichtungen nur im letzten Jahr vor dem Schuleintritt kostenfrei und das nur für 20 Stunden/Woche. Eine Garantie auf einen Platz gibt es nur in diesem letzten Jahr vor dem Schuleintritt. (Quelle: ibidem, S. 8.)

„The provision of high-quality early childhood education and care (ECEC) is increasingly seen as a strategy to level the playing field in social and economic life due to its potential to give all children, and especially those from disadvantaged backgrounds, a strong basis for early development and well-being.“
Carlos González-Sancho u. a., Levelling the playing field in ECEC: Results from TALIS Starting Strong 2018 (2023), S. 6.

„Findings from the OECD International Early Learning and Well-being Study (IELS) suggest that 5-year-olds from socio-economically disadvantaged homes in England (United Kingdom), Estonia and the United States face an average learning gap of about 12 months in early literacy and numeracy compared to advantaged peers, and that attending ECEC is linked to stronger cognitive development for these disadvantaged children.“
Carlos González-Sancho u. a., Levelling the playing field in ECEC: Results from TALIS Starting Strong 2018 (2023), S. 6.

„A recurrent finding in the research literature is that children from vulnerable or minority backgrounds tend to be exposed to lower-quality ECEC than children from more advantaged backgrounds. For instance, studies have found that groups with a larger percentage of immigrant or bilingual children often experience lower quality interactions with ECEC staff.“
Carlos González-Sancho u. a., Levelling the playing field in ECEC: Results from TALIS Starting Strong 2018 (2023), S. 6.

„Engaging children in home learning activities before entering primary school is associated with increased students’ fourth-grade mathematics and science achievement, with a significantly larger positive relationship for boys than girls for numeracy activities.“
IEA Hrsg.), Early learning activities matter for girls’ and boys' mathematics and science achievement (2023), S. 1.

„Having more books at home is conducive to consistently better performance on the PIRLS 2021 test, although this effect in not linear. The difference in performance between students who report having more than 200 books and those who report having between 101 and 200 books is considerably smaller than that between students who have between 101 and 200 books and those who have between 26 and 100 books. […] Students who had been engaged in various literacy-related games and activities before they went to school are also found to do better on the test than students who didn’t have that experience.“
Univ.-Prof. Dr. Zbigniew Karpiński, The experience of being bullied at school and its effect on reading proficiency in grade 4 (2023), S. 16.

„Evidence shows that children, especially those who are disadvantaged, who attend early childhood education and care are more likely to succeed, first at school then as adults in the labour market. ECEC (Anm.: ECEC = early childhood education and care) is even more important for the children of immigrants, who have weaker ties with the host-country language in early childhood.“
OECD (Hrsg.), Indicators of Immigrant Integration 2023 (2023), S. 174.

„Children who attend preschool have higher PISA reading scores at 15 years old, even after accounting for socio-economic background. The benefit of preschool after that account is almost a year of schooling in the EU (37 points) for children of immigrants, who benefit much more from ECEC than their peers with native-born parents (15 points only).“
OECD (Hrsg.), Indicators of Immigrant Integration 2023 (2023), S. 174.

„On average across OECD countries and in a majority of education systems, students who had attended pre-primary education for at least one year were considerably less likely to have repeated a grade than students who had never attended pre-primary education or who had attended for less than one year, even after accounting for socio-economic factors.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 127.

„Attendance at pre-primary school has been shown to improve students’ behaviour, attention, effort and class participation in primary school. […] The benefits of attendance at pre-primary education tend to be greater for socio-economically disadvantaged children.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 133.

„While the gender gap in access to pre-primary education was generally small or negligible in 2022, the socio-economic gap was sizeable. In 66 out of 80 countries/economies for which there are comparable data, socio-economically advantaged students were more likely to have attended pre-primary education than disadvantaged students.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 133f.
Österreich gehört zu den Staaten, in denen diese soziokonomisch bedingte Differenz gering ist. (Quelle: OECD, PISA-2022-Datenbank, Table II.B1.4.2.)

„Students with an immigrant background were also less likely to have attended pre-primary education than students without an immigrant background, on average across OECD countries.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 134.

„On average across OECD countries, the mathematics score attained by students who had attended pre-primary education for 1 year, 2 years or 3 years or more was higher (11, 17 and 16 score points higher, respectively) than the score attained by students who never attended or who had attended for less than one year, after accounting for socio-economic factors.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 134.

„PISA 2022 results clearly show that, on average across OECD countries and in a majority of education systems, students who had attended pre-primary education for at least one year were considerably less likely to have repeated a grade in any education level than students who had never attended pre-primary education or who had attended for less than one year, even after accounting for socio-economic factors.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 134f.

„Ability grouping in school involves placing students into different classrooms or in small instructional groups in a class based on the students’ initial achievement or skill levels. Some research has shown that ability grouping can have a positive impact on the achievement of elementary school pupils, especially when there is mobility and flexibility in group allocations and when such grouping involves only specific subjects. […] On average across OECD countries in 2022, almost 4 in 10 students attended schools where students are grouped by ability into different classes for all subjects (7 %) or some subjects (31 %). The greatest incidence of this kind of grouping was observed in Ireland, Israel, Malta and the United Kingdom. In these countries/economies, at least nine in ten students attended a school that groups students into different classes for all or some subjects.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 157f.

„PISA 2022 results clearly show that, on average across OECD countries and in a majority of education systems, students who had attended pre-primary school for at least one year were considerably less likely to have repeated a grade at any education level than students who had never attended pre-primary school or who had attended for less than a year, even after accounting for socio-economic factors.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 258.

„For children’s development, their early relationships based on responsive and developmental enriching interactions are crucial, which includes the key components of responsive caregiving, and opportunities for early learning, such as interactive or dialogic reading.“
Dr. Yun-Jun Sun u. a., Early-initiated childhood reading for pleasure (2023), S. 10.

„[…] there was a dose-response association between longer screen time at age 1 year and developmental delays in communication and problem-solving at ages 2 and 4 years. In particular, more than 4 hours of screen time per day was associated with developmental delays in communication and problem-solving across ages 2 and 4 years.“
Ippei Takahashi, MMSc u. a., Screen Time at Age 1 Year and Communication and Problem-Solving Developmental Delay at 2 and 4 Years. In: JAMA Pediatrics 2023, 177(10), S. 1043.

„While most 15-year-old students reported participating in early childhood and education care (ECEC), differences in participation exist. Disadvantaged students are particularly falling behind, despite research showing that these groups benefit from ECEC the most. […] Canada is the only country with available data where disadvantaged migrant boys participated in ECEC similarly to their native peers. In all the other countries with available data, students with an immigrant background participated in ECEC at a lower rate compared to their peers.“
Samo Varsik u. a., Intersectionality in education: Rationale and practices to address the needs of students’ intersecting identities (2023), S. 31.

„Aktuell liegt die kombinierte Betreuungsquote der Drei- bis Fünfjährigen österreichweit bei 94,1 % (2011/12: 90,9 %). […] Nach Einzeljahren betrachtet weisen in dieser Altersklasse die Dreijährigen mit einer Betreuungsquote von 88,0 % den größten Anstieg im Zehnjahresvergleich (2011/12: 80,2 %) auf. Die Betreuungsquote der Kinder im Alter von vier Jahren stieg im Kindergartenjahr 2021/22 mit 96,2 % (2011/12: 94,2 %), jene der Fünfjährigen mit 98,2 % (2011/12: 98,1 %) nur leicht an.“
Statistik Austria (Hrsg.), Presseaussendung vom 14. Juli 2022.

„Eine kompensatorisch wirkende Integrationspolitik sollte möglichst dort ansetzen, wo die Ursprünge der Nachteile der Kinder nicht deutschsprachiger Eltern liegen. Wichtig wäre es, bereits im frühkindlichen und vorschulischen Bereich zu handeln, wenn Kinder nicht in ausreichendem Maß an die deutsche Sprache herangeführt werden.“
Wido Geis-Thöne, Kinder mit nicht deutschsprechenden Eltern – Eine Analyse auf Basis des Sozio-oekonomischen Panels (SOEP). In: IW (Hrsg.), IW-Trends 1/2022 (2022), S. 111.

Deutschland: „Der Anteil von Kindern im vorschulischen Alter, die täglich vorgelesen oder Geschichten erzählt bekommen, ist in Familien, in denen Eltern über keine guten Deutschkenntnisse verfügen, unterdurchschnittlich gering. Nur 37,8 Prozent von ihnen werden durch tägliches Vorlesen geprägt, während dieser Anteil für Kinder ohne Migrationshintergrund mit 68,2 Prozent erheblich höher ausfällt.“
Institut der deutschen Wirtschaft (Hrsg.), Bildungspolitische Impulse für mehr Chancengleichheit an Schulen (2022), S. 5.

Deutschland: „Bereits im vorschulischen Alter werden mit 78,5 Prozent die meisten Kinder aus bildungsnahen Familien, in denen mindestens ein Elternteil Akademiker ist, durch tägliches Vorlesen und Geschichten erzählen geprägt. Dagegen trifft dies nur auf weniger als jedes vierte Kind aus bildungsfernen Familien zu, in denen kein Elternteil einen berufsqualifizierenden Abschluss hat. Die ungleichen Verhältnisse, in denen Kinder aufwachsen, führen zu ungleichen Zugängen zu bildungsrelevanten Ressourcen und setzen damit den Grundstein für ungleiche Bildungsverläufe.“
Institut der deutschen Wirtschaft (Hrsg.), Bildungspolitische Impulse für mehr Chancengleichheit an Schulen (2022), S. 5.

„Die Bedeutung guter Sprachkenntnisse konnte vielfach empirisch belegt werden. Die Sprachförderung sollte daher möglichst früh im Leben einsetzen und bei Bedarf sehr intensiv erfolgen.“
Institut der deutschen Wirtschaft (Hrsg.), Bildungspolitische Impulse für mehr Chancengleichheit an Schulen (2022), S. 48.

„Besonders schädlich ist die Bildschirmnutzung im Vorschulalter (hoher Konsum bedeutete durchschnittlich zwei Stunden pro Tag) für spätere Kompetenzen. […] Fernsehkonsum im Alter von 2.5 und 4.5 Jahren (nach Auskunft der Eltern) hängt negativ mit den Schulleistungen in der vierten Klasse (Angabe der Lehrpersonen) zusammen. Dafür seien nach den Autoren direkte Effekte (Einfluss auf Entwicklung des Gehirns) und indirekte Effekte (verringertes Konzentrations- und Aufmerksamkeitsvermögen, verringerte Aufgabenorientiertheit und geringes autonomes Lernverhalten) verantwortlich.“
Dr. Avelina Lovis-Schmidt u. a., Bildschirmkonsum und kognitive Kompetenzen im Kindes- und Jugendalter. In: Lernen und Lernstörungen (2022), 11 (2), S. 105f.

„Der Wortschatz der Kinder in der vierten Klasse war im Mittel umso größer, je häufiger sie Bücher lasen. Im Gegensatz dazu war der mittlere Wortschatz umso kleiner, je häufiger Kinder außerhalb der Schule an digitalen Geräten lasen. Diese Zusammenhänge bestanden auch, wenn man berücksichtigte, dass Wortschatz und Leseverhalten mit dem familiären Hintergrund assoziiert sind.“
Dr. Ulrich Ludewig u. a., Sonderauswertung: Zum Stand von Wortschatz und Leseverhalten bei Viertklässler:innen in Deutschland – Daten einer repräsentativen bundesweiten Studie (2022), S. 4f.

„Für den Wortschatzerwerb ist wichtig, dass neue oder unklare Wörter in einen kohärenten Kontext eingeordnet werden können. Bücher bestehen meist aus inhaltlich aufeinander aufbauenden Textpassagen, die es ermöglichen, die Bedeutung von Wörtern aus dem Kontext zu erschließen. Dies ist bei vielen Leseinhalten, die im Alltag mit digitalen Geräten konsumiert werden, nicht der Fall.“
Dr. Ulrich Ludewig u. a., Sonderauswertung: Zum Stand von Wortschatz und Leseverhalten bei Viertklässler:innen in Deutschland – Daten einer repräsentativen bundesweiten Studie (2022), S. 7f.

„Während beispielsweise Jungen im Mittel etwas seltener (fast) täglich Bücher lasen als Mädchen, lasen sie durchschnittlich etwas häufiger (fast) täglich an digitalen Geräten. [...] Kinder, die (fast) jeden Tag Bücher lasen, erreichten im Durchschnitt einen Wortschatz, der 19 Punkte über dem Gesamtmittelwert aller Viertklässler:innen lag. Kinder, die nie oder fast nie Bücher lasen, haben im Durchschnitt einen Wortschatz der 30 Punkte unterhalb des Gesamtmittelwerts lag. Zwischen beiden Gruppen bestand demnach eine mittlere Differenz von 49 Punkten im Wortschatz.“
Dr. Ulrich Ludewig u. a., Sonderauswertung: Zum Stand von Wortschatz und Leseverhalten bei Viertklässler:innen in Deutschland – Daten einer repräsentativen bundesweiten Studie (2022), S. 13f.

„Den größten Wortschatz hatten Schüler:innen, die jeden Tag Bücher und nie an digitalen Geräten lasen (+32 Punkte über dem Gesamtmittelwert). Den kleinsten Wortschatz hatten im Mittel Schüler:innen, die nie Bücher und jeden Tag an digitalen Geräten lasen (-38 Punkte unter dem Gesamtmittelwert).“
Dr. Ulrich Ludewig u. a., Sonderauswertung: Zum Stand von Wortschatz und Leseverhalten bei Viertklässler:innen in Deutschland – Daten einer repräsentativen bundesweiten Studie (2022), S. 14.

„Die Ergebnisse zeigen, dass Kinder, die selten Bücher lesen und häufig an digitalen Geräten, den höchsten Förderbedarf hinsichtlich ihres Wortschatzes aufweisen.“
Dr. Ulrich Ludewig u. a., Sonderauswertung: Zum Stand von Wortschatz und Leseverhalten bei Viertklässler:innen in Deutschland – Daten einer repräsentativen bundesweiten Studie (2022), S. 14.

„Hochwertige frühkindliche Bildung und Erziehung ist entscheidend, wenn es darum geht, Schülern mit unterschiedlichen Hintergründen einen gerechten Bildungseinstieg zu ermöglichen.“
OECD (Hrsg.), Bildung auf einen Blick 2022 (2022), S. 26f.

„In den OECD-Ländern nahmen 83 % der Kinder zwischen 3 und 5 Jahren an frühkindlicher Bildung und Erziehung teil, weitere 4 % bereits am Primarbereich.“
OECD (Hrsg.), Bildung auf einen Blick 2022 (2022), S. 27.
In Österreich nahmen 90 % der Kinder zwischen 3 und 5 Jahren an frühkindlicher Bildung und Erziehung teil, im Primarbereich befanden sich 0,01%. (Quelle: ibidem, Tabelle B2.1.)

„Im Durchschnitt nimmt in der OECD die überwiegende Mehrheit (83 %) der Kinder zwischen 3 und 5 Jahren an frühkindlicher Bildung und Erziehung (FBE) teil.“
OECD (Hrsg.), Bildung auf einen Blick 2022 (2022), S. 179.
In Österreich sind es 90 %. (Quelle: ibidem, Abbildung B2.1.)

„Kinder, die in jungem Alter an hochwertigem organisiertem Lernen teilnehmen, erzielen später mit höherer Wahrscheinlichkeit bessere Bildungserfolge. Das gilt insbesondere für Kinder mit sozioökonomisch benachteiligtem Hintergrund, da diese häufig weniger Gelegenheit haben, ihre Fähigkeiten im häuslichen Lernumfeld zu entfalten.“
OECD (Hrsg.), Bildung auf einen Blick 2022 (2022), S. 179.

„2020 nahm im Durchschnitt der OECD-Länder mehr als jedes vierte Kind unter 3 Jahren an einem formalen FBE-Angebot (Anm.: FBE = Frühkindliche Bildung und Erziehung) teil.“
OECD (Hrsg.), Bildung auf einen Blick 2022 (2022), S. 182.
In Österreich war es jedes fünfte Kind unter 3 Jahren. (Quelle: ibidem, Abbildung B2.1.)

„Einige Länder haben die Ausweitung der FBE (Anm.: FBE = Frühkindliche Bildung und Erziehung) für Kinder unter 3 in den letzten Jahren besonders schnell vorangetrieben. So nahmen beispielsweise 2020 in Finnland 37 % der Kinder unter 3 an FBE-Angeboten (ISCED 0) teil im Vergleich zu 28 % im Jahr 2015 und 25 % im Jahr 2005.“
OECD (Hrsg.), Bildung auf einen Blick 2022 (2022), S. 184.

„Der Schwerpunkt der Reformmaßnahmen lag in den letzten Jahren auf einem früheren Beginn der Schulpflicht, da Untersuchungen darauf hinweisen, dass sich früh einsetzende hochwertige Bildung positiv auf die Kindesentwicklung auswirken und bei der Vorbereitung auf die Schule helfen kann.“
OECD (Hrsg.), Bildung auf einen Blick 2022 (2022), S. 184.

„Im Durchschnitt der OECD-Länder mit Daten macht FBE (Anm.: FBE = frühkindliche Bildung und Erziehung) 1,7 % der öffentlichen Gesamtausgaben aus, wobei die Spanne von 0,3 % in Japan bis 3,8 % in Chile reicht.“
OECD (Hrsg.), Bildung auf einen Blick 2022 (2022), S. 358.
Österreich befindet sich mit 1,7 % der öffentlichen Gesamtausgaben im OECD-Durchschnitt (Quelle: OECD (Hrsg.), Bildung auf einen Blick 2022 (2022), Tab. C4.1).

„Es zeigt sich, dass bereits im vorschulischen Alter deutliche Ungleichheiten in kognitiven und sozio-emotionalen Bereichen bestehen, die ein bedeutsames Fundament für fortbestehende Ungleichheitsmuster über den gesamten Bildungs- und Lebenslauf hinweg darstellen und sich im weiteren Bildungsverlauf immer weiter aufschichten können – mit Auswirkungen auf die gesamte Bildungskarriere eines Individuums. Dies scheint besonders für frühe Sprachentwicklung und spätere Lesekompetenzen zuzutreffen.“
Hannah Rein, Die Rolle vorschulischer Lernumwelten für die Kompetenzentwicklung (2022), S. 4.

„Studien, die sich gezielt mit dem ‚Home Numeracy Environment‘ auseinandersetzen, zeigen, dass informelle mathematikspezifische Anregungsformen wie das gemeinsame Spielen von Würfel- oder Kartenspielen frühe mathematische Fertigkeiten positiv beeinflussen.“
Hannah Rein, Die Rolle vorschulischer Lernumwelten für die Kompetenzentwicklung (2022), S. 22.

„Mit Blick auf die Folgen kann davon ausgegangen werden, dass frühe Sprachfertigkeiten besonders essenziell für die weitere Kompetenzentwicklung in allen Domänen sind, weil Wissen in sozialen Kontexten zumeist sprachlich-mündlich oder in Textform vermittelt wird und beide Vermittlungsformen auf Sprache basieren.“
Hannah Rein, Die Rolle vorschulischer Lernumwelten für die Kompetenzentwicklung (2022), S. 37.

„Wichtige kognitive Entwicklungsprozesse setzen bereits mit dem Tag der Geburt ein. Diese bilden die Basis für die spätere Aneignung bildungsrelevanter Kompetenzen. Die kognitive Entwicklung des Kindes findet in Interaktion mit den jeweiligen Lernumwelten statt. In den frühen Jahren sind diese die Familie als auch Orte der außerhäuslichen Betreuung, wie z.B. Kindertageseinrichtungen.“
Dr. Monja Schmitt u. a., Wie nehmen Eltern und pädagogische Fachkräfte die Kompetenzen ihrer Kinder wahr?. In: Zeitschrift für Erziehungswissenschaft, 2022, 25, S. 1294.

„Bildung kann nicht früh genug beginnen. In den letzten Jahren setzte sich die Erkenntnis durch, dass die Bildung in den ersten Lebensjahren eines Kindes wichtige Voraussetzungen für die zukünftige Entwicklung schafft. Die aktive Förderung der motorischen, emotionalen und kognitiven Fähigkeiten in der frühen Kindheit stellt eine Grundlage für spätere erfolgreiche Bildungsprozesse dar.“
Statistik Austria (Hrsg.), Bildung in Zahlen 2020/21. Schlüsselindikatoren und Analysen (2022), S. 22.

„Die Betreuungsquote (Anteil der in Kindertagesheimen betreuten Kinder im Vergleich zur gleichaltrigen Wohnbevölkerung) der 3-Jährigen erhöhte sich seit 1995 von 45,3 % auf mittlerweile 86,6 %. Bei den 4-Jährigen war im gleichen Zeitraum ein Anstieg von 80,4 % auf 94,0 %, bei den 5-Jährigen von 86,3% auf 97,4 % zu verzeichnen. Die Betreuungsquote der 0- bis 2-jährigen Kinder hat sich in Österreich seit 1995 von 4,6 % auf 27,6 % versechsfacht.“
Statistik Austria (Hrsg.), Bildung in Zahlen 2020/21. Schlüsselindikatoren und Analysen (2022), S. 22.

„Die bundesweite Sprachstandsfeststellung ergab zu Beginn des Kindergartenjahres 2020/21 für 41 500 4- bzw. 5-jährige Kinder (24 %) einen Förderbedarf in der deutschen Sprache. Bis zum Ende des Kindergartenjahres verringerte sich der Anteil auf 19 % und damit um knapp ein Fünftel.“
Statistik Austria (Hrsg.), Migration & Integration, Zahlen.Daten.Indikatoren 2022 (2022), S. 8.

„Besuchten 60 % der zweijährigen und 90 % der dreijährigen Kinder von Österreicher:innen eine Krippe oder einen Kindergarten, waren es bei gleichaltrigen Kindern von Eltern mit ausländischer Staatsangehörigkeit 48 % bzw. 81 %.“
Statistik Austria (Hrsg.), Migration & Integration, Zahlen.Daten.Indikatoren 2022 (2022), S. 44.

„Weil Vorlesen schon weit vor der Schulzeit Weichen für die Gesamtentwicklung von Kindern stellt, ist es bildungspolitisch in hohem Maße relevant. Nicht allen Kindern aber wird in der Familie vorgelesen – ihnen fehlen zentrale Impulse.“
Stiftung Lesen (Hrsg.), Vorlesemonitor 2022 (2022), S. 2.

„39 Prozent der 1- bis 8-jährigen Kinder wird selten oder nie vorgelesen.“
Stiftung Lesen (Hrsg.), Vorlesemonitor 2022 (2022), S. 6.

„Wenn Eltern früher selbst vorgelesen wurde, lesen sie ihren eigenen Kindern mit höherer Wahrscheinlichkeit vor.“
Stiftung Lesen (Hrsg.), Vorlesemonitor 2022 (2022), S. 20.

„Die Wahrscheinlichkeit, dass Eltern regelmäßig vorlesen, steigt mit der Präsenz von Büchern im Haushalt. In 44 % der Familien gibt es maximal 10 Kinderbücher.“
Stiftung Lesen (Hrsg.), Vorlesemonitor 2022 (2022), S. 45.

„Der stärkste Risikofaktor, dass Kinder keine oder nur wenige Impulse durch Vorlesen erhalten, liegt in den Bildungsvoraussetzungen der Eltern. 52 % der Eltern mit formal geringer Bildung lesen selten oder nie vor (im Vergleich zu 39 % im Durchschnitt). Kinder bildungsbenachteiligter Eltern sind bereits vor Eintritt in die Schule aufgrund ihrer Bildungsherkunft benachteiligt.“
Stiftung Lesen (Hrsg.), Vorlesemonitor 2022 (2022), S. 46.

„Fördermaßnahmen müssen weiter intensiv vor allem dort ansetzen, wo Kinder in sozial und bildungsbenachteiligten Elternhäusern aufwachsen. Diese Investition fördert perspektivisch auch nachhaltig die Chancen der nächsten und übernächsten Generationen, denn Kinder, die Impulse durch Vorlesen erhalten haben, werden diese Erfahrung mit einiger Wahrscheinlichkeit an ihre Kinder weitergeben – auch dann, wenn sie selbst keine formal hohe Bildung erreichen.“
Stiftung Lesen (Hrsg.), Vorlesemonitor 2022 (2022), S. 46.

„The wide socio-economic gaps observed at age 15, as well as the gaps in reading performance in favour of girls, largely reflect skill differences that appear at a younger age.“
Francesco Avvisati u. a., The learning gain over one school year among 15-year-olds: An international comparison based on PISA (2022), S. 2.

„Early childhood development has an important influence on later outcomes, including educational attainment at the end of secondary education, and economic and social outcomes in mid life, and a range of evidence shows that policies to improve children’s skills in early childhood can have long-lasting benefits.“
Dr. Sarah Cattan u. a., Early childhood and inequalities (2022), S. 2.

„The early years are a time when the development of the brain is particularly sensitive to cognitive stimulation as well as to social and emotional nurturing, and when deficits in nurturing and exposure to negative experiences can have profound long-lasting influences.“
Dr. Sarah Cattan u. a., Early childhood and inequalities (2022), S. 13.

„Genetic influences are thought to account for approximately 40 % of variation in cognitive skills in childhood and up to approximately 60-70 % of variation in cognitive skills in adolescence and young adulthood. The remaining variation is attributed to environmental influences.“
Dr. Sarah Cattan u. a., Early childhood and inequalities (2022), S.29.

„A 30-year longitudinal study conducted in New Zealand found that children who attended ECEC were more likely to have better attainment in high school and university, as well as higher socioeconomic wellbeing at age 30 compared to children who did not attend ECEC.“
EU-Kommission (Hrsg.), Building a better understanding of the impact of Early Childhood Education and Care on medium- and long-term educational and labour market outcomes in Europe (2022), S. 5.

„Analysis of data from OECD’s 2015 Programme for International Student Assessment (PISA), which measures 15-year-olds’ ability to use their reading, mathematics and science knowledge and skills to meet real-life challenges, shows that ECEC duration is the strongest predictor of good performance at age 15.“
EU-Kommission (Hrsg.), Building a better understanding of the impact of Early Childhood Education and Care on medium- and long-term educational and labour market outcomes in Europe (2022), S. 7.

„No education and training system manages to decouple performance from socioeconomic status. Young people from disadvantaged socio-economic backgrounds are almost six times more likely to underachieve at age 15 than those from advantaged socioeconomic backgrounds, suggesting a strong intergenerational transmission of educational disadvantage. Such inequities do not emerge at age 15 and do not stop there.“
EU-Kommission (Hrsg.), Education and Training Monitor 2022 (2022), S. 4.

„The benefits of high quality ECEC have been widely documented, especially for vulnerable children.“
EU-Kommission (Hrsg.), Education and Training Monitor 2022 (2022), S. 18.

„In almost all EU countries, the share of children at risk of poverty or social exclusion who are in formal childcare is consistently lower than the share among children not at risk. The participation gap is 7.5 percentage points on average, and ranges from 1.5 percentage points in Spain to no fewer than 35.7 percentage points in Croatia.“
EU-Kommission (Hrsg.), Education and Training Monitor 2022 (2022), S. 20.
Österreich gehört mit einem Rückstand von 19,0 % zu den EU-Staaten, in denen Kinder aus sozioökonomisch schwachem Elternhaus beim Besuch von Elementarbildungseinrichtungen am weitesten zurückbleiben. (Quelle: ibidem.)

„Quality early childhood education and care (ECEC) is a major contributor to equity when it can reach children from disadvantaged socio-economic backgrounds. Participation in ECEC contributes to better cognitive outcomes and better prospects, especially for vulnerable children.“
EU-Kommission (Hrsg.), Education and Training Monitor 2022 (2022), S. 22.

„Large socio-economic inequalities in cognitive and socio-emotional development emerge early in life. Therefore, early interventions, such as investment in early childhood education and care (ECEC), have been advocated to tackle such inequalities. High-quality ECEC is an essential foundation for successful lifelong learning, personal development and later employability, especially for disadvantaged pupils.“
EU-Kommission (Hrsg.), Investing in our future: quality investment in education and training (2022), S. 23.

„Three countries have made compulsory attendance longer than one year. In Hungary, ECEC has been compulsory for children from the age of 3 since September 2015. In France, the starting age of compulsory education has been lowered from age 6 to 3 since September 2019. Greece has gradually lowered the starting age of compulsory pre-primary school attendance from age 5 to age 4 (2021).“
EU-Kommission (Hrsg.), Structural indicators for monitoring education and training systems in Europe – 2022: Overview of major reforms since 2015 (2022), S. 8.

„Early childhood education programmes constitute the first level of education in education and training systems and play a key role in redressing 'unequal' life chances, tackling inequalities through preventing the formation of early skills gaps.“
Eurostat (Hrsg.), Eurostat regional yearbook 2022 (2022), S. 56.

„The importance of literacy behaviors in very young children is undisputed. Robust evidence suggests that deficits in key literacy precursors are associated with later challenges in reading/writing, grade retention, special education referrals, and increased school dropout rates in later years.“
Univ.-Prof. Dr. Barbara J. Jackson u. a., Assessing Pre-Literacy Behaviors in Infants and Toddlers: Psychometric Evaluation of the Infant Toddler Literacy Assessment (ITLA-3) (2022), S. 3.

„Research shows that the home environment in the early years is a strong predictor of later outcomes for children.“
Univ.-Prof. Dr. Barbara J. Jackson u. a., Assessing Pre-Literacy Behaviors in Infants and Toddlers: Psychometric Evaluation of the Infant Toddler Literacy Assessment (ITLA-3) (2022), S. 4.

„The children living in poverty often have poorer language skills at age 3 years and poorer school achievement (reading and spelling) in kindergarten through third grade than peers from more advantaged economic environments.“
Univ.-Prof. Dr. Barbara J. Jackson u. a., Assessing Pre-Literacy Behaviors in Infants and Toddlers: Psychometric Evaluation of the Infant Toddler Literacy Assessment (ITLA-3) (2022), S. 5.

„The children’s degree of active interest and the rate of maternal utterances in shared book reading were both predictive of the children’s expressive language skills and later letter knowledge at age 42 months.“
Univ.-Prof. Dr. Barbara J. Jackson u. a., Assessing Pre-Literacy Behaviors in Infants and Toddlers: Psychometric Evaluation of the Infant Toddler Literacy Assessment (ITLA-3) (2022), S. 5.

„Children who start school with poor school readiness skills have challenges catching up with peers with higher levels of such skills. Some scholars have also indicated that children who were not academically prepared upon school entry were more likely to suffer from social and personal problems such as unemployment, welfare dependence, dropping out of school, and criminal behavior in the following 10–25 year period.“
Univ.-Prof. Dr. Krisztián Józsa u. a., School Readiness Test and Intelligence in Preschool as Predictors of Middle School Success (2022), S. 1.

„There is evidence of an association between attendance at high-quality preschools and school readiness, particularly for children from lower socioeconomic status (SES) backgrounds. This evidence suggests that attending a quality early childhood program could contribute to reducing or ending intergenerational poverty for children coming from lower SES homes.“
Univ.-Prof. Dr. Krisztián Józsa u. a., School Readiness Test and Intelligence in Preschool as Predictors of Middle School Success (2022), S. 2.

„Reducing the number of children with early learning difficulties before joining school contributes to decreasing the number of dropouts and improving school and life success. Furthermore, econometric evidence suggests that return on investment is high if skill development intervention is strategically implemented at an early age compared to the adolescent stage, especially for children from disadvantaged backgrounds.“
Univ.-Prof. Dr. Krisztián Józsa u. a., School Readiness Test and Intelligence in Preschool as Predictors of Middle School Success (2022), S. 2.

„Child development, in particular language development, is associated with family background, e.g., educational level. […] A large amount of research, especially from the U.S., examined the detrimental impact of poverty on child outcomes showing that children living in poverty are negatively affected in their health, cognitive, language, and socio-emotional development as well as in their school achievement, and their later educational attainment compared to their peers who do not experience poverty.”
Dr. Claudia Karwath u. a., Does Poverty Affect Early Language in 2-year-old Children in Germany?. In: Journal of Child and Family Studies (2022), S. 1.

„Especially the first three years of a child’s life are found to be important: In this time children are highly dependent on their family. Experiences, knowledge, nurture, and socialization of children are based on the family they grow up with. […] Various studies have shown the association of social background with language development starting at the age of 18 months onwards.“
Dr. Claudia Karwath u. a., Does Poverty Affect Early Language in 2-year-old Children in Germany?. In: Journal of Child and Family Studies (2022), S. 2.

„Joint picture book reading at the age of seven months is associated with vocabulary size in 2-year-old children. […] Additionally and in line with the results for vocabulary, joint picture book reading at the age of seven months is found to have a significant positive effect on early grammar skills.“
Dr. Claudia Karwath u. a., Does Poverty Affect Early Language in 2-year-old Children in Germany?. In: Journal of Child and Family Studies (2022), S. 8f.

„Maternal education seems to be particularly relevant for the earlier stages of vocabulary development. […] Higher maternal education is associated with a more stimulating home-learning and richer linguistic environment for children, which, in turn, has a positive effect on vocabulary.“
Dr. Dave Möwisch u. a., Cognitively stimulating maternal language as predictor for vocabulary growth. In: Zeitschrift für Erziehungswissenschaft (2022), S. 18.

„While general aspects of maternal interaction behavior, such as the quantity and complexity of linguistic stimulation, are relevant in the earlier stages of vocabulary development, cognitively stimulating language input, as a more specific aspect of maternal input, is an important predictor in later stages of vocabulary development.“
Dr. Dave Möwisch u. a., Cognitively stimulating maternal language as predictor for vocabulary growth. In: Zeitschrift für Erziehungswissenschaft (2022), S. 21.

„Parental media use, and in particular mobile media use, […] has been shown to have a negative association with parent–child interaction quality, with parental phone use in particular associating with children’s externalizing and internalizing problems. […] Longitudinal research on family talk with young children (three years old) about feeling states demonstrated that such talk (frequency, causal discussions, disputes) predicted greater emotional recognition and empathy in those children as six‐year‐olds.“
Univ.-Prof. Dr. Robin L. Nabi u. a., Does Digital Media Use Harm Children’s Emotional Intelligence?. In: Media and Communication, 2022, Vol. 10, Iss. 1, S. 352f.

„Placing the responsibility for ECEC (Anm.: ECEC = Early Childhood Education and Care), pre-primary and primary education under one ministry (or agency) is increasingly common among OECD countries, including Denmark, Iceland, Italy and Norway.“
OECD (Hrsg.), Finland’s Right to Learn Programme (2022), S. 6.

„Early learning better predicts later educational success than any other factor, especially for disadvantaged children.“
OECD (Hrsg.), Improving Early Equity (2022), S. 3.

„Emergent literacy is one of the best predictors of later student achievement. Yet at age five, there is a learning gap of 12 months between disadvantaged and advantaged children.“
OECD (Hrsg.), Improving Early Equity (2022), S. 5.

„Disadvantaged children’s participation in ECEC (Anm.: ECEC=Early Childhood Education and Care) is significantly linked to higher learning outcomes, and this relationship is stronger than for advantaged children who participate in ECEC.“
OECD (Hrsg.), Improving Early Equity (2022), S. 11.

„Reading to children five days a week or more is linked to significant early learning gains for disadvantaged children.“
OECD (Hrsg.), Improving Early Equity (2022), S. 13.

„Attending ECEC (Anm.: ECEC=Early Childhood Education and Care) is linked to stronger cognitive development among disadvantaged children.“
OECD (Hrsg.), Improving Early Equity (2022), S. 17.

„Children in the United Kingdom undergo a routine English language assessment at age two to three. A follow-up assessment is performed at the end of the 'Early Years Foundation Stage', which is usually the academic year in which children turn five.“
OECD (Hrsg.), Skills and Labour Market Integration of Immigrants and their Children in Norway (2022), S. 150.

„The transition to primary school is considered a critical life event as it can be an opportunity and a risk at the same time. This early phase is important, as students who experience social, behavioral, or academic difficulties at the beginning are more likely to continue to experience problems as their school careers progress.“
Melike Ömeroğulları u. a., Relationships Between School Enjoyment, Social Integration, and Achievement at the Beginning of Primary School: Does Family Background Matter?. In: European Journal of Psychology and Educational Research, 2022, Volume 5, Issue 2, S. 128.

„Children with high cognitive skills in preschool were found to be particularly likely to be more self-reliant, to show more persistence of effort, to cope better with school demands, and to be socially better integrated into class. Children who adapt well to school life are more likely to enjoy going to school, to make friends, and to develop a sense of belonging in school.“
Melike Ömeroğulları u. a., Relationships Between School Enjoyment, Social Integration, and Achievement at the Beginning of Primary School: Does Family Background Matter?. In: European Journal of Psychology and Educational Research, 2022, Volume 5, Issue 2, S. 128.

„Family background characteristics, such as socioeconomic status (SES), educational degree, or migration history, affect students’ educational outcomes. As early as the beginning of primary school, young children differ in their language skills and school-relevant competencies. […] A highly cognitively activating learning environment in early childhood (e.g., reading to the child) promotes the development of school-relevant skills and competencies and has a positive impact on later school performance.“
Melike Ömeroğulları u. a., Relationships Between School Enjoyment, Social Integration, and Achievement at the Beginning of Primary School: Does Family Background Matter?. In: European Journal of Psychology and Educational Research, 2022, Volume 5, Issue 2, S. 129.

„About 50–80 per cent of language gaps observed at end of primary school were explained by gaps settled before formal schooling in all three countries. Conversely, at most 20–50 per cent of school-age gaps were generated during schooling. These findings suggest that the roots of social inequality in school-age achievement must be sought primarily in processes transpiring before school life starts.“
Dr. Giampiero Passaretta u. a., Is Social Inequality in School-Age Achievement Generated before or during Schooling? A European Perspective. In: European Sociological Review, 2022, 38, S. 849.

„Exposure to better environments during (early) childhood has the potential to improve achievement and long-term educational outcomes. This evidence suggests that social origin, which shapes the family environment and parental investments, may generate social inequalities in skill development even when there are no differences in innate abilities.“
Dr. Giampiero Passaretta u. a., Is Social Inequality in School-Age Achievement Generated before or during Schooling? A European Perspective. In: European Sociological Review, 2022, 38, S. 851.

„In the early years of life parental investment and family environment are particularly consequential for cognitive development. Indeed, children’s brains are malleable and most receptive to external stimuli at the early stages. Hence, short and long run effects of social inequality in family environment and investment operating from birth up to the school entry contribute to the emergence of social inequality in children’s educational achievements already before school.“
Dr. Giampiero Passaretta u. a., Is Social Inequality in School-Age Achievement Generated before or during Schooling? A European Perspective. In: European Sociological Review, 2022, 38, S. 851.

„In line with the previous research, we find positive and statistically significant associations between parental education and achievement in all countries and time points. Notably, social inequality in achievement is already substantial when children are only 5 years of age, a point in time by which they are not yet in school in Germany and have just started school in the United Kingdom and the Netherlands. Overall, we find the social gradient at age 5 to be highest in Germany.“
Dr. Giampiero Passaretta u. a., Is Social Inequality in School-Age Achievement Generated before or during Schooling? A European Perspective. In: European Sociological Review, 2022, 38, S. 856.

„We found that social inequality in language achievement was well established even before children had entered formal schooling. Those early gaps were larger in the United Kingdom and Germany compared with the Netherlands. Moreover, these social gaps remained stable over primary schooling in the United Kingdom and Germany but enlarged in the Netherlands.“
Dr. Giampiero Passaretta u. a., Is Social Inequality in School-Age Achievement Generated before or during Schooling? A European Perspective. In: European Sociological Review, 2022, 38, S. 862.

„The fact that a large proportion of the social gaps observable in school is rooted in the preschool period contrasts with the critical view of schooling as the main locus of the social reproduction of inequality. […] Early interventions have the potential to reduce not only social inequality in early educational achievement but also at later educational stages.“
Dr. Giampiero Passaretta u. a., Is Social Inequality in School-Age Achievement Generated before or during Schooling? A European Perspective. In: European Sociological Review, 2022, 38, S. 862f.

„In TIMSS 2011, it was observed that students’ early home experiences and preschool experiences in learning mathematics seemed to be crucial in their later development.“
Dr. Xue Lan Qiu u. a., Equity in mathematics education in Hong Kong: evidence from TIMSS 2011 to 2019. In: Large-scale Assessments in Education (2022) 10:3, S. 2f.

„There is abundant evidence in sociology, but also in other disciplines, that substantial differences by SES (Anm.: SES = socioeconomic status) exist in language skills even before children enter elementary school.“
Univ.-Prof. Dr. Thorsten Schneider u. a., Development of socio-economic gaps in children’s language skills in Germany. In: Longitudinal and Life Course Studies, vol 13, no 1, 2022, S. 88.

„Recent research shows that children from families with low education are already heavily over-represented among students with lower scores on language tests at the age of five.“
Univ.-Prof. Dr. Thorsten Schneider u. a., Development of socio-economic gaps in children’s language skills in Germany. In: Longitudinal and Life Course Studies, vol 13, no 1, 2022, S. 88.

Deutschland: „The descriptive information on vocabulary for each SES group (Anm.: SES = socioeconomic status) reveals that children whose mothers have a low or no secondary education lag behind other children at age five and fall even further behind over time.“
Univ.-Prof. Dr. Thorsten Schneider u. a., Development of socio-economic gaps in children’s language skills in Germany. In: Longitudinal and Life Course Studies, vol 13, no 1, 2022, S. 100.

„Children whose mothers have a low or no education show far below-average increases in their language skills. At the age of five, these children are, on average, one year behind children from families in which mothers have a tertiary degree and this gap doubles in the four years that follow. […] The finding that SES gaps (Anm.: SES = socioeconomic status) in vocabulary skills increase might be surprising, as all children attend preschool and later on elementary school, where they share the same curriculum.“
Univ.-Prof. Dr. Thorsten Schneider u. a., Development of socio-economic gaps in children’s language skills in Germany. In: Longitudinal and Life Course Studies, vol 13, no 1, 2022, S. 108f.

„On average, parents with a comparatively higher SES (Anm.: SES = socioeconomic status) present their children with a richer language-stimulating environment by talking more, using more different words, more complex and varied sentence structures, as well as a larger proportion of conversation-eliciting questions in comparison to lower SES parents. Furthermore, differences in joint picture book reading as well as in sensitive and stimulating parent–child interactions have been documented. As a result, children from high-SES families develop language at a faster rate compared to children from low-SES families. Parental education is considered to be the component of SES that is most closely linked to child vocabulary.“
Dr. Anna Volodina u. a., Explaining gaps by parental education in children’s early language and social outcomes at age 3–4 years: evidence from harmonised data from three countries (2022), S. 2f.

„Many studies show positive effects of the attendance at early educational institutions on children’s language skills. […] Yet, results are controversial with respect to the effects of very early attendance at centre-based care. In particular, previous research underlines the importance of the time of entrance in centre-based care and the intensity/amount of time spent there, showing that children who start to attend centre-based care from a very early age and/or spend a large amount of hours in care from early on appear to be at an increased risk for behavioural problems.“
Dr. Anna Volodina u. a., Explaining gaps by parental education in children’s early language and social outcomes at age 3–4 years: evidence from harmonised data from three countries (2022), S. 4.

„Especially the more frequent reading to the child in families with high-educated parents turned out to account for SES-related differences (Anm.: SES = socioeconomic status) in children’s language and social skills. Through shared picture book reading, children do not only learn words and improve their language skills; they additionally learn how characters in storybooks behave and how they solve social problems; these characters may serve as models for prosocial behaviour and patterns of interaction.“
Dr. Anna Volodina u. a., Explaining gaps by parental education in children’s early language and social outcomes at age 3–4 years: evidence from harmonised data from three countries (2022), S. 14.

„In 2019, almost 97 % of children between the age of 3 and the starting age of compulsory education at primary level were enrolled in early childhood education in the EU.“
Eurostat (Hrsg.), Presseaussendung vom 1. Juni 2021.

„Für die intergenerationelle Transmission von kulturellem Kapital erweisen sich die frühkindlichen Sozialisationsprozesse im Elternhaus als besonders relevant.“
Mag. Franz Astleithner u. a., Zwischen Wunsch und Wirklichkeit: Zum Zusammenhang von sozialer Herkunft, Migration und Bildungsaspirationen. In: Österreichische Zeitschrift für Soziologie (ÖZS), 2021, 46, S. 236.

„Das Kind kann nur die Wörter erwerben, die im Umfeld verwendet werden und in für das Kind relevante Sinn- und Bedeutungskontexte eingebettet sind. […] Gemeinsames Erzählen von Erlebnissen und Aktivitäten sowie das Nacherzählen von Geschichten sind hochgradig sprachfördernd.“
Mag. Gabriele Bäck u.a., Leitfaden zur sprachlichen Bildung und Förderung am Übergang von elementaren Bildungseinrichtungen in die Volksschule (2021), S. 24f.

„Die Entwicklung der sprachlichen Kompetenzen in den ersten sechs Lebensjahren stellt eine bedeutsame Grundlage für die Erweiterung der Sprachkompetenzen in der Schule dar.“
Mag. Gabriele Bäck u.a., Leitfaden zur sprachlichen Bildung und Förderung am Übergang von elementaren Bildungseinrichtungen in die Volksschule (2021), S. 52.

„Ab dem Kindergartenjahr 2019/20 wird die Sprachstandsfeststellung bundesweit vorgenommen. Sie ergab zu Beginn des Jahres für 40.600 4- und 5-jährige Kinder (24 %) einen Förderbedarf in der deutschen Sprache.“
BKA (Hrsg.), Migration & Integration. Zahlen.Daten.Indikatoren 2021 (2021), S. 8.

„2014/15 stammten 30 % der Kinder in elementaren Bildungseinrichtungen aus nicht-deutschsprachigen Familien. Bis zum Kindergartenjahr 2019/20 stieg dieser Anteil auf 32 %.“
BKA (Hrsg.), Migration & Integration. Zahlen.Daten.Indikatoren 2021 (2021), S. 46.

„Alles, was wir in den ersten Lebensjahren an Entwicklungsunterstützung erfahren, wird maßgeblich von der Familie beeinflusst. Die Familie als primäre Sozialisationsinstanz stellt in den meisten Fällen jenen Ort dar, wo das Fundament für jegliche Entwicklung gelegt wird.“
Dr. Sabine Buchebner-Ferstl u. a., Zum Wohl des Kindes (2021), S. 11.

„Während rein biologisch gesteuerte Lernprozesse (laufen und sprechen lernen) grundsätzlich auch in einem weniger günstigen Umfeld stattfinden, stehen andere, wie etwa die Sprachentwicklung (Wortschatz etc.) in starker Wechselwirkung mit dem sozialen Umfeld.“
Dr. Sabine Buchebner-Ferstl u. a., Zum Wohl des Kindes (2021), S. 12.

„Je weniger das Kind die Möglichkeit hat, Partizipation aktiv einzufordern, desto größer ist die Verantwortung des erwachsenen Gegenübers (insbesondere der Eltern), sensibel für die kindlichen Bedürfnisse zu sein und eine altersentsprechende Beteiligung im Sinne eines ‚Gehört und Wahrgenommen Werdens‘ zu ermöglichen.“
Dr. Sabine Buchebner-Ferstl u. a., Zum Wohl des Kindes (2021), S. 19.

„Die Investition in frühkindliche Bildung stärkt den späteren Erfolg in der Schulkarriere sowie die beruflichen Entwicklungschancen und die gesellschaftliche Teilhabe im Erwachsenenleben.“
Mag. Norbert Neuwirth, Kostenschätzung zum Ausbau im Elementarbildungsbereich (2021), S. 7.

„Die Betreuungsquoten der 3- bis 5-Jährigen liegen österreichweit mit derzeit 93,4 % bereits seit 2010 über dem Barcelona-Ziel (90 %).“
Mag. Norbert Neuwirth, Kostenschätzung zum Ausbau im Elementarbildungsbereich (2021), S. 14.

„Für das Kalenderjahr 2019 werden die Gesamtkosten im Elementarbereich auf ca. € 2,75 Mrd. geschätzt.“
Mag. Norbert Neuwirth, Kostenschätzung zum Ausbau im Elementarbildungsbereich (2021), S. 30.

„Private Bildungsangebote werden im Elementarbereich und im Tertiärbereich häufiger genutzt: von etwa einem Drittel der Kinder bzw. Bildungsteilnehmer, die eine Bildungseinrichtung in diesem Bereich besuchen. Jedoch ist im Allgemeinen der Anteil der privaten Mittel von privaten Haushalten und anderen privaten Einheiten im Elementarbereich durchschnittlich geringer (17 %) als im Tertiärbereich (30 %).“
OECD (Hrsg.), Bildung auf einen Blick 2021 (2021), S. 28.
In Österreich wird Bildung in deutlich höherem Ausmaß öffentlich finanziert. Im Elementarbereich stammen nur 9 % und im Tertiärbereich nur 11 % der Ressourcen aus privaten Quellen. (Quelle: ibidem, Abb. B2.3 und Tab. 3.1.)

„Zahlreiche Länder haben die Bedeutung von FBBE (Anm.: Frühkindliche Bildung, Betreuung und Erziehung) für die kognitive und emotionale Entwicklung von Kindern und für die Erleichterung der Arbeitsaufnahme von Eltern anerkannt und daher Maßnahmen zur Verstärkung der Teilnahme an FBBE eingeführt. So haben beispielsweise seit Oktober 2019 in Japan alle 3- bis 5-Jährigen einen universellen Rechtsanspruch auf kostenlose FBBE.“
OECD (Hrsg.), Bildung auf einen Blick 2021 (2021), S. 194.

„Bildung kann nicht früh genug beginnen. In den letzten Jahren setzte sich die Erkenntnis durch, dass die Bildung in den ersten Lebensjahren eines Kindes wichtige Voraussetzungen für die zukünftige Entwicklung schafft. Die aktive Förderung der motorischen, emotionalen und kognitiven Fähigkeiten in der frühen Kindheit stellt eine Grundlage für spätere erfolgreiche Bildungsprozesse dar.“
Statistik Austria (Hrsg.), Bildung in Zahlen 2019/20. Schlüsselindikatoren und Analysen (2021), S. 22.

„Die Betreuungsquote (Anteil der in Kindertagesheimen betreuten Kinder im Vergleich zur gleichaltrigen Wohnbevölkerung) der 3-Jährigen erhöhte sich seit 1995 von 45,3 % auf mittlerweile 86,5 %. Bei den 4-Jährigen war im gleichen Zeitraum ein Anstieg von 80,4 % auf 96,1 %, bei den 5-Jährigen von 86,3 % auf 98,5 % zu verzeichnen. Die Betreuungsquote der 0- bis 2-jährigen Kinder hat sich in Österreich seit 1995 von 4,6 % auf 27,6 % versechsfacht.“
Statistik Austria (Hrsg.), Bildung in Zahlen 2019/20. Schlüsselindikatoren und Analysen (2021), S. 22.

„Die Ausgaben der Privathaushalte für staatliche Bildungsleistungen beliefen sich im Jahr 2019 insgesamt auf 422,8 Mio. €. […] Der größte Teil entfiel mit 178,3 Mio. € auf Kindertagesheimgebühren. Das umfasst Besuchsbeiträge, Beiträge zum laufenden Aufwand (z.B. Bastelbeiträge), zum Kindergartentransport sowie Beiträge für Verpflegung. Der Aufwand für Studienbeiträge der privaten Haushalte betrug im Jahr 2019 59,0 Mio. €. Weitere 131,1 Mio. € machten die Betreuungs-, Verpflegungs- und Internatsgebühren aus, die größtenteils auf ganztägige Schulformen fallen.“
Statistik Austria (Hrsg.), Bildung in Zahlen 2019/20. Schlüsselindikatoren und Analysen (2021), S. 90.

„Betrachtet man die Entwicklung der Betreuungsquoten der 3-, 4- und 5-jährigen Kinder (den Anteil der in Kindertagesheimen betreuten Kinder, bezogen auf die gleichaltrige Wohnbevölkerung) in den letzten zehn Jahren, zeigt sich, dass bei allen drei Alterskategorien beträchtliche Anstiege zu erkennen sind. So erhöhte sich die Betreuungsquote der 3-Jährigen von 80,0 Prozent im Jahr 2010 auf mittlerweile 86,6 Prozent.“
Statistik Austria (Hrsg.), Kindertagesheimstatistik (2021), S. 15.

„Ab dem Kindergartenjahr 2019/20 wird die Sprachstandsfeststellung bundesweit vorgenommen. Sie ergab zu Beginn des Jahres für 40.600 4- und 5-jährige Kinder (24 %) einen Förderbedarf in der deutschen Sprache.“
Statistik Austria (Hrsg.), Migration & Integration. Zahlen.Daten.Indikatoren 2021 (2021), S. 8.

Frankreich: „Although the majority of parents indicate that crèche is their preferred childcare arrangement, it remains the second most common form of formal childcare in France, behind subsidized state-regulated caregivers (assistantes maternelles), who care for children in their own home.“
Univ.-Prof. Dr. Lawrence M. Berger u. a., The Impact of Center-Based Childcare Attendance on early Child Development (2021), S. 7.

Frankreich: „The results suggest that the positive associations of crèche attendance with language development are particularly concentrated among disadvantaged children: those with less educated mothers, those living in lower income households, and those born to (first- or second-generation) immigrant mothers.“
Univ.-Prof. Dr. Lawrence M. Berger u. a., The Impact of Center-Based Childcare Attendance on early Child Development (2021), S. 26.

Frankreich: „Positive effects on language skills appear to be particularly concentrated among disadvantaged children, for whom there also appear to be no negative effects on behavior. These findings suggests that an expansion of access to crèche may have potential to contribute to decreasing early gaps in child well-being if quality is maintained and less advantaged parents are willing to use crèche care.“
Univ.-Prof. Dr. Lawrence M. Berger u. a., The Impact of Center-Based Childcare Attendance on early Child Development (2021), S. 28.

„The first five years of children's lives play a crucial role for their development. In this period, children learn faster than they will ever do in the following life phases, and develop socio-emotional and cognitive skills that will be fundamental for their lifelong well-being.“
Ottavia Brussino, Building capacity for inclusive teaching (2021), S. 64.

„Immigrant children generally have lower rates of participation in non-parental care of any type compared to native students.“
Dr. Lucie Cerna u. a., The resilience of students with an immigrant background (2021), S. 35.

„For young children, promoting shared book reading should be a central component of any parental engagement approach. Home learning activities, such as playing with letters and numbers, are also linked to improved outcomes.“
EEF (Hrsg.), Working with Parents to Support Children’s Learning. Guidance . Guidance Report (2021), S. 6.

„Shared reading is an important strategy from a very early age and continues to be so as children start to develop independent reading skills. Parents can support their children in a variety of ways, for example by asking questions or by linking the topic of the book to real-life examples.“
EEF (Hrsg.), Working with Parents to Support Children’s Learning. Guidance . Guidance Report (2021), S. 13.

„From September 2019, instruction has been compulsory from the age of 3 in France (compulsory preprimary education lasts for 3 years).“
EU-Kommission (Hrsg.), Recommended annual instruction time in full-time compulsory education (2021), S. 125.

„Several parent-led activities were found to predict improved child academic ability across the sampled age range: 1) teaching basic addition and subtraction; and 2) writing and drawing practice.“
Kylie J. Munro u. a., Home-Based Activities in Support of New Zealand Children’s Literacy and Numeracy Skills. In: Journal of Educational and Developmental Psychology; Vol. 11, No. 2; 2021, S. 17.

„The importance of readying young children for formal schooling is underscored by longitudinal research from around the world which has highlighted the importance of children’s early numeracy and literacy skills for later academic success.“
Kylie J. Munro u. a., Home-Based Activities in Support of New Zealand Children’s Literacy and Numeracy Skills. In: Journal of Educational and Developmental Psychology; Vol. 11, No. 2; 2021, S. 17.

„Mathematics ability at school entry has been identified as the most important predictive factor for future academic achievement. […] Mathematical knowledge is preceded by early numeracy skills such as number naming, counting, and an understanding of quantity, and research illustrates the importance of having a strong foundation in these early numeracy skills in the preschool years.“
Kylie J. Munro u. a., Home-Based Activities in Support of New Zealand Children’s Literacy and Numeracy Skills. In: Journal of Educational and Developmental Psychology; Vol. 11, No. 2; 2021, S. 18.

„Skills in early numeracy and literacy are foundational for further development of school-based knowledge and are therefore integral to a child’s preschool skillset.“
Kylie J. Munro u. a., Home-Based Activities in Support of New Zealand Children’s Literacy and Numeracy Skills. In: Journal of Educational and Developmental Psychology; Vol. 11, No. 2; 2021, S. 18.

„Because parents are children's first teachers, young children’s literacy and numeracy development is usually initially shaped by parents and families in the home environment. Studies have shown that parents who engage their children in home learning activities improve the literacy and numeracy outcomes for their children.“
Kylie J. Munro u. a., Home-Based Activities in Support of New Zealand Children’s Literacy and Numeracy Skills. In: Journal of Educational and Developmental Psychology; Vol. 11, No. 2; 2021, S. 18.

„Relationships have been found between number-based parent-child activities (such as naming digits, counting, and discussing number values) and the child’s mathematics ability. Similarly, numerical fluency (the ability to perform mathematics problems quickly and efficiently) and math knowledge have been shown to be enhanced through a young child’s home-based exposure to formal teaching of number skills and informal numeracy activities (such as number games and everyday applications).“
Kylie J. Munro u. a., Home-Based Activities in Support of New Zealand Children’s Literacy and Numeracy Skills. In: Journal of Educational and Developmental Psychology; Vol. 11, No. 2; 2021, S. 18.

„Longitudinal studies showed that childhood self control, emotional stability, persistence, and motivation have long term effects on health and labour market outcomes in adulthood. Some studies even found that these sorts of attitudes and behaviours are stronger predictors of long-term outcomes like college attendance, earnings, home ownership and retirement savings than test scores.“
OECD (Hrsg.), Beyond Academic Learning (2021), S. 22.

„The United Kingdom has achieved 100 % enrolment in early childhood education because every 4-year-old is entitled to 15 hours of free care whether in public or private institutions.“
OECD (Hrsg.), Government at a Glance 2021 (2021), S. 219.

„Together with teachers, parents play a key role in furthering children’s cognitive and non-cognitive abilities. Parental involvement in a child’s education starts early in life, continuing through childhood and adolescence. Children of parents who are involved in their development tend to have greater belief in their self-efficacy, stronger intrinsic motivation to learn and higher mastery goals.“
OECD (Hrsg.), OECD Skills Outlook 2021 (2021), S. 74.

„The cognitive and socio-emotional skills acquired in the first five years of a child’s life have crucial and long-lasting impacts on later outcomes. […] Children who have not developed core foundation skills by the age of 7 typically struggle to make good progress at school, and are more likely to have social and behavioural difficulties throughout adolescence and adulthood.“
OECD (Hrsg.), OECD Skills Outlook 2021 (2021), S. 77.

„A growing body of longitudinal evidence tracking children from preschool to adulthood has consistently found a significant relationship between early experiences and later outcomes. Children who do not develop critical early skills, such as emergent literacy or self-regulation, struggle greatly to achieve learning goals at school and positive outcomes during adulthood.“
OECD (Hrsg.), OECD Skills Outlook 2021 (2021), S. 77.

„The activities parents perform with their children, such as reading to them and engaging them in warm and responsive interactions, combined with the frequent use of complex language, create a home learning environment that supports children’s development of cognitive skills, self-regulation and social-emotional skills, as well as their sense of well-being.“
OECD (Hrsg.), OECD Skills Outlook 2021 (2021), S. 77.

„Early childhood is an important phase, during which individuals can build strong foundations and develop cognitive functions, as well as the socio-emotional and motivational skills needed to engage in lifelong learning.“
OECD (Hrsg.), OECD Skills Outlook 2021 (2021), S. 103.

„Longitudinal studies showed that childhood self-control, emotional stability, persistence, and motivation have long-term effects on health and labour market outcomes in adulthood. Some studies even found that these sorts of attitudes and behaviours are stronger predictors of long-term outcomes like college attendance, earnings, home ownership and retirement savings than test scores.“
OECD, Positive, High‑achieving Students (2021), S. 89.

„Children from socio-economically disadvantaged families continue to be less likely than their more advantaged peers to participate in ECEC.“
OECD (Hrsg.), Starting Strong VI (2021), S. 18.

„ECEC is […] a powerful way to support immigrant, refugee and language-minority families, in terms of parents’ transition into the labour force, familiarisation with systems and culture in the receiving country and support for children’s learning, development and well-being.“
OECD (Hrsg.), Starting Strong VI (2021), S. 30.

„Data from the Programme for International Student Assessment (PISA) show that participation in at least one year of ECEC is associated with stronger performance in science at age 15 among students from immigrant families, and the benefits of earlier participation in ECEC is particularly strong for immigrant, compared to native, students.“
OECD (Hrsg.), Starting Strong VI (2021), S. 30.

„Multilingualism can be a valuable asset, but for young children, a home language that is different from that of the schooling sector and ECEC also has important implications for their ability to interact with their peers and teachers and demonstrate mastery of emerging skills.“
OECD (Hrsg.), Starting Strong VI (2021), S. 30.

„The positive impact of centre-based ECEC [Anm.: institutionelle vorschulische Bildung] on language skills is particularly concentrated among children from disadvantaged backgrounds.“
OECD (Hrsg.), Starting Strong VI (2021), S. 31.

„In general, children from socio-economically disadvantaged families are less likely than their more advantaged peers to participate in ECEC. […] The PISA 2018 data show that, on average across OECD countries, 86 % of students from socio-economically advantaged backgrounds attended ECEC for at least two years, whereas this was the case for 74 % of their less advantaged peers.“
OECD (Hrsg.), Starting Strong VI (2021), S. 31.

„In many countries, young children from socio-economically disadvantaged families and those with less-educated mothers are less likely to participate in formal ECEC than their peers from more advantaged or educated families.“
OECD (Hrsg.), Starting Strong VI (2021), S. 31f.

„Supportive child-parent relationships generate healthy attachments and can positively affect children’s understanding and regulation of emotions, as well as their feelings of security and taste for exploration and learning. The Programme for International Student Assessment (PISA) and many other studies show that children whose parents engage in activities such as reading, writing words, telling stories and singing songs not only tend to achieve better reading and numeracy skills as they age, but they are also more motivated to learn.“
OECD (Hrsg.), Starting Strong VI (2021), S. 79.

„There is ample evidence that attending Early Childhood Education and Care (ECEC) benefits disadvantaged children, especially those with migrant parents. It fuels children’s social, linguistic and cognitive development and helps them overcome social disadvantage.“
OECD (Hrsg.), Young People with Migrant Parents (2021), S. 14.

„Comparisons of the PISA reading scores of 15-year-old students with immigrant parents and similar socio-economic backgrounds show that those who attended ECEC consistently achieve higher scores. Overall, across the EU, the benefit of having attended preschool is 55 points at the age of 15 among the native-born children of immigrants – roughly equivalent to 1.5 school years. The corresponding benefit among native-born children of native-born is 23 points, about half a year of schooling.“
OECD (Hrsg.), Young People with Migrant Parents (2021), S. 14.

„Those who enter primary school without basic proficiency in the language of instruction, risk falling behind, since language mastery is a precondition for absorbing academic content and interacting with teachers and classmates. PISA data show that, at the age of 15, students with migrant parents who do not speak the language of instruction at home are approximately one year of schooling behind students with native-born parents.“
OECD (Hrsg.), Young People with Migrant Parents (2021), S. 14.

„Early language screening and support, ideally before school, is useful to identify potential training needs of all children. Children who do not speak the language of instruction at home or lack advanced vocabulary and literacy skills might require additional support beyond mainstream ECEC.“
OECD (Hrsg.), Young People with Migrant Parents (2021), S. 14.

„Children in the United Kingdom undergo a routine language assessment at age two to three. A follow-up assessment is performed at the end of the 'Early Years Foundation Stage', which is usually the academic year in which children turn five. The objective is to support a smooth transition into 'Key Stage 1', which covers first and second primary school years when children are 5 to 7 years of age, and to help teachers plan an effective, responsive and appropriate curriculum meeting the needs of all children. Luxembourg assesses children’s’ language development at 30 months of age. If a screening reveals language difficulties, the country provides regular follow-ups and individual support until school age. In Norway, health clinics perform routine assessments of children’s language abilities at age two and four, covering both children’s first language and Norwegian. Clinics refer children with deficits to a follow-up assessment involving more extensive tests, diagnoses, and recommendations for tailored language support.“
OECD (Hrsg.), Young People with Migrant Parents (2021), S. 17.

„In the Netherlands, young children from disadvantaged backgrounds aged two and a half to four years are entitled to participate in targeted early childhood education programmes (vooren vroegschoolse educaties) that provide ten hours of language development per week. For the remaining time, children attend regular early childhood education programmes. Findings from a national cohort study suggest that this approach bears high benefits in terms of better language mastery.“
OECD (Hrsg.), Young People with Migrant Parents (2021), S. 17.

„Denmark […] routinely screens the language skills of all children at age three. Children with gaps receive compulsory language stimulation. […] Immigrant children take part in an individual Danish language assessment upon enrolling in primary school to identify any need for additional support. For this purpose, the Ministry of Education developed a tool for teachers to assess the linguistic development of bilingual children in the language of instruction.“
OECD (Hrsg.), Young People with Migrant Parents (2021), S. 17f.
Die in Dänemark für Kinder mit Rückständen in der Sprachentwicklung verpflichtende Sprachförderung ab 3 umfasst 30 Stunden pro Woche. (Quelle: ibidem, S. 18.)

„The first five years of every child‘s life are a period of great opportunity, but also one of risk. The cognitive and social-emotional skills that children develop in these early years have long-lasting impacts on their later outcomes throughout schooling and adulthood. […] The window for positive early learning closes when children are around seven years old, due to a sharp decrease in brain malleability at this point.“
Rowena Phair, MA, International Early Learning and Child Well-being Study. Assessment Framework (2021), S. 9.

„If children have not developed core foundation skills at seven years-of-age, they are likely to struggle to progress well at school and are more likely to have social and behavioural difficulties in adolescence and in adulthood.“
Rowena Phair, MA, International Early Learning and Child Well-being Study. Assessment Framework (2021), S. 9.

„Children‘s test scores at the age of five better predict adult outcomes than those in primary school.“
Rowena Phair, MA, International Early Learning and Child Well-being Study. Assessment Framework (2021), S. 11.

„While the learning that occurs prior to school entry is more predictive of later outcomes than learning during the first year or two in school, the initial years of schooling can still alter children‘s later learning trajectories. […] Nonetheless, most children who have weak early skills do not entirely catch up with their peers who had stronger skills prior to starting school.“
Rowena Phair, MA, International Early Learning and Child Well-being Study. Assessment Framework (2021), S. 16.

„Recent research in neuroscience and brain development shows that the brain develops rapidly during children‘s early years. As they grow, these learning capacities slow down and the amount of effort it takes to learn new skills increases. High brain malleability early in life means that young children are especially sensitive to external stimuli, such as the types of interactions they have with their parents and other caregivers.“
Rowena Phair, MA, International Early Learning and Child Well-being Study. Assessment Framework (2021), S. 21.

„Gaps in learning between children from high and low socio-economic status families emerge early. Significant development disparities have been found among infants at 18 months of age. By 24 months, these development disparities have been found to be equivalent to 6 months of development. […] Mother‘s education levels, for example, have been shown to have a greater impact on children‘s outcomes than children‘s participation in ECEC, potentially being indicative of the quality of the home learning environment.“
Rowena Phair, MA, International Early Learning and Child Well-being Study. Assessment Framework (2021), S. 22.

„If children have not had high quality home learning environments or access to high quality ECEC, the first year or two of schooling may be their last chance to have a positive trajectory in school and beyond. Children without sufficient foundational skills by seven years-of-age will struggle to succeed at school, as well as in adulthood.“
Rowena Phair, MA, International Early Learning and Child Well-being Study. Assessment Framework (2021), S. 27.

„Early oral language skills and self-regulation show very strong relationships with children‘s later outcomes, especially in relation to educational attainment and later socio-economic status. Social-emotional skills also show consistent relationships with later outcomes, including academic success.“
Rowena Phair, MA, International Early Learning and Child Well-being Study. Assessment Framework (2021), S. 30.

„Longitudinal research has consistently shown that early literacy skills are strongly predictive of later cognitive and educational outcomes. Early literacy skills are also associated with a range of positive social-emotional and economic outcomes throughout people‘s lives, as well as their overall sense of well-being. Children‘s emergent literacy skills are a fundamental determinant of their later success in schooling and beyond. Receptive language skills at age five are associated with competent reading by age 10, as well as education attainment in adolescence and adulthood. Emergent literacy levels predict later employment and earnings, and overall socio-economic status. The development of children‘s emergent literacy skills is also linked to upward social mobility.“
Rowena Phair, MA, International Early Learning and Child Well-being Study. Assessment Framework (2021), S. 31.

„In the early years, the most important components of emergent literacy are listening comprehension, vocabulary and phonological awareness. These are more predictive of children‘s later literacy skills than other literacy-related development, such as the level of reading and writing skills that children have developed at age 5.“
Rowena Phair, MA, International Early Learning and Child Well-being Study. Assessment Framework (2021), S. 32.

„Studies have shown that numeracy competence as assessed at school entry is the strongest predictor of later mathematical achievement and strongly predicts achievement in other academic domains. Better emergent numeracy skills in childhood are associated with higher socio-economic status in adulthood and with better self-reported health outcomes. […] Early numeracy comprises the ability to identify and understand numbers as well as the ability to count, and to perform simple arithmetic operations, such as addition, subtraction, multiplication and division, and to compare numerical magnitudes.“
Rowena Phair, MA, International Early Learning and Child Well-being Study. Assessment Framework (2021), S. 33.

„Self-regulation refers to the mental processes that enable individuals to plan, focus attention, remember instructions and juggle multiple tasks successfully. Early skills in selfregulation enable children to persist in achieving goals and to regulate their behaviour. […] The development of self-regulation skills in early childhood is associated with a wide range of positive outcomes, independent of cognitive ability. These include higher academic achievement, better labour-market outcomes as adults, including employment levels and earnings, better health outcomes and lower likelihood of involvement in crime.“
Rowena Phair, MA, International Early Learning and Child Well-being Study. Assessment Framework (2021), S. 34.

„Early self-regulation appears to be particularly important for low-income and at-risk children in achieving more successful outcomes in later life. The ability to self-regulate and sustain attention appears to provide a protective factor for these children, mediating the relationship between family socioeconomic status and other disadvantages and the children‘s later academic and wider life outcomes.“
Rowena Phair, MA, International Early Learning and Child Well-being Study. Assessment Framework (2021), S. 34.

„The path toward mathematics success starts early. Children’s numeracy skills in preschool and the beginning of kindergarten predict their math achievement in later grades, controlling for early reading skills, general cognitive skills, and demographic variables.“
Univ.-Prof. Dr. Nicole R. Scalise u. a., Symbolic Magnitude Understanding Predicts Preschoolers’ Later Addition Skills. In: Journal of Cognition and Development (2021), 22:2, S. 185.

„Children who enter school behind in math have a slower rate of improvement throughout early elementary school, effectively widening the achievement gap with their higher performing peers.“
Univ.-Prof. Dr. Nicole R. Scalise u. a., Symbolic Magnitude Understanding Predicts Preschoolers’ Later Addition Skills. In: Journal of Cognition and Development (2021), 22:2, S. 185.

„Recent research suggests preschoolers’ understanding of the cardinal value of numbers, or the quantities represented by individual number words and numerals, is the most significant predictor of their later math achievement.“
Univ.-Prof. Dr. Nicole R. Scalise u. a., Symbolic Magnitude Understanding Predicts Preschoolers’ Later Addition Skills. In: Journal of Cognition and Development (2021), 22:2, S. 186.

„According to Hattie the potential predictors of achievement reside in students themselves. Student’s gender, school absenteeism, early numerical and reading skills, preschool education, perceptions, attitudes and the frequency of speaking test language at home are some of the fundamental student-related factors presented in the literature.“
Univ.-Prof. Dr. Ekber Tomul u. a., The relative effect of student, family and school‑related factors on math achievement by location of the school (2021), S. 2.

„A growing number of studies find a strong association between early math skills and later academic achievement.“
Univ.-Prof. Dr. Ekber Tomul u. a., The relative effect of student, family and school‑related factors on math achievement by location of the school (2021), S. 3.

„Governments pledged in 2015 that all children and young people would have free, publicly funded access to a year of pre-primary and 12 years of primary and secondary education.“
UNESCO (Hrsg.), Non-state actors in education (2021), S. 19.

„Parenting practices, such as reading to children, using complex language, responsiveness and warmth in interactions, are all associated with better developmental outcomes. Having someone read books to them is important for children and helps them develop and improve their reading skills.“
UNESCO (Hrsg.), Non-state actors in education (2021), S. 240.

„Denmark, Estonia, Finland, Germany, Latvia, Norway and Slovenia guarantee places in ECCE in their regulatory frameworks for all children after the end of parental leave. […] In Slovenia, preschool is free of charge for all children aged 3 to 6.“
UNESCO (Hrsg.), Non-state actors in education (2021), S. 243.

„In early childhood, responsive interaction that comes from playing, singing, talking and reading books serves a critical neurological function – it stimulates neural connections in the brain at a vital time of early childhood brain development. Research has shown that interactive stimulation from a caring adult can boost social and emotional development.“
UNICEF (Hrsg.), The State of the World’s Children 2021 (2021), S. 78.

„Iceland, Latvia, New Zealand, Finland and Denmark have the highest quality of childcare. Denmark, Finland and New Zealand combine a low children-to-staff ratio with high qualifications of caregivers to ensure that children get sufficient attention from trained personnel.“
UNICEF (Hrsg.), Where do rich countries stand on childcare? (2021), S. 8.

„Im Kindergartenjahr 2019/20 besuchten 71.802 Kinder unter drei Jahren eine Kinderbetreuungseinrichtung; ihre Zahl stieg in den letzten zehn Jahren um 35.009 (+95,2 %). Bereits 27,6 % der Kinder dieses Alters wurden in einem Kindertagesheim betreut (2009/10: 15,8 %). […] Bei den Zweijährigen lag die Betreuungsquote bei 54,3 % und bei den Einjährigen bei 24,4 %. Nur 2,2 % der Kinder, die das erste Lebensjahr noch nicht vollendet haben, waren in Kindertagesheimen untergebracht.“
Statistik Austria (Hrsg.), Österreichischer Zahlenspiegel vom Oktober 2020, S. 6.

„In European OECD countries, children under the age of 3 in low-income households are one-third less likely to participate in early childhood education and care (ECEC) than those in high-income households.“
OECD (Hrsg.), Is Childcare Affordable (Juni 2020), S. 1.

„On average across OECD countries, one-third of 0- to 2-year-olds participate in out-of-home ECEC, rising to around 60 % in Belgium, Denmark, and Iceland. Participation rates increase with age, reaching 86 % for 3- to 5-year-olds on average across OECD countries, with complete participation (100 %) in several countries, e. g. Belgium, France, Israel, and the United Kingdom.“
OECD (Hrsg.), Is Childcare Affordable (Juni 2020), S. 1.
In Österreich besuchen 27,6 % der Unter-2-Jährigen eine Krippe (Quelle: Statistik Austria (Hrsg.), Bildung in Zahlen 2019/20. Schlüsselindikatoren und Analysen (2021), S. 151.) und 89,9 % der 3- bis 5-Jährigen einen Kindergarten (Quelle: OECD (Hrsg.), Bildung auf einen Blick 2021 (2021), Tabelle B2.1; Stand 2019).

„High-quality ECEC carries many social and economic benefits. A growing body of research recognises that participation is beneficial for young children, especially those from low-income backgrounds.“
OECD (Hrsg.), Is Childcare Affordable (Juni 2020), S. 1.

„Since in many countries children from high-income families are much more likely to use childcare, universal or broadly available public childcare support often effectively redistributes towards families that are already well-off.“
OECD (Hrsg.), Is Childcare Affordable (Juni 2020), S. 10.

„Bei der Untersuchung der Prozessmerkmale einer Kita zeigte sich, dass Kinder, die in ihrer Kita täglich entwicklungsförderlichen Aktivitäten (z. B. Bilderbücher, Buchstabenspiele und Ähnliches) nachgegangen sind, leicht überdurchschnittlich entwickelte sprachliche Kompetenzen aufwiesen.“
Dr. Jana Kähler u. a., Naturwissenschaftliche Kompetenz von Vorschulkindern (2020), S. 6.

„Da Kinder ihre Schulleistungen auch in Deutsch erbringen müssen, liefert diese Untersuchung erste Hinweise darauf, dass Kinder mit nicht deutscher Sprache bereits in der Kita in Bezug auf ihren deutschen Wortschatz und ihre NK (Anm.: naturwissenschaftliche Kompetenz) benachteiligt sind. […] Demnach weisen Kinder mit Migrationshintergrund gerade dann eine geringe NK auf, wenn auch ihr Wortschatz geringer ausfällt.“
Dr. Jana Kähler u. a., Naturwissenschaftliche Kompetenz von Vorschulkindern (2020), S. 15.

„Zusammenfassend bestätigen die Ergebnisse dieser Untersuchung bestehende Befunde im Bereich der kognitiven, mathematischen, sprachlichen und naturwissenschaftlichen Kompetenzen, dass bereits in der Kita sozial- und migrationsbedingte Disparitäten in der NK (Anm.: naturwissenschaftliche Kompetenz) und dem Wortschatz vorliegen. Darüber hinaus erweist sich der Wortschatz nicht nur als stärkster Prädiktor für die NK, sondern dient auch als Mediator für sozial- und migrationsbedingte Effekte. […] Anhand der Ergebnisse bietet sich vor allem die Sprache als Ansatzpunkt an: anhand einer gezielten und systematischen Sprachförderung könnte der Entstehung und Persistenz von Disparitäten im Bereich der NK begegnet werden.“
Dr. Jana Kähler u. a., Naturwissenschaftliche Kompetenz von Vorschulkindern (2020), S. 16.

Deutschland: „Bundesweit sprachen 2019 22 % der 3- bis unter 6-jährigen Kinder, die eine Kindertageseinrichtung besuchen, in der Familie vorrangig nicht Deutsch und kamen so meist erst in der Kindertagesbetreuung verstärkt mit der deutschen Sprache in Berührung.“
KMK (Hrsg.), Bildung in Deutschland 2020 (2020), S. 8.
In Österreich waren es 32 %. (Quelle: Statistik Austria (Hrsg.), Kindertagesheim-Statistik 2019/20 (2020), S. 82.)

Deutschland: „In der frühen Bildung ist seit 2005 ein durchschnittlicher jährlicher prozentualer Zuwachs von 8 % der Bildungsteilnehmerinnen und -teilnehmer im Alter von unter 3 Jahren zu verzeichnen. Diese Entwicklung spiegelt deutlich den Ausbau der frühen Bildung wider. […] Die Bildungsbeteiligungsquote der unter 3-Jährigen ist seit 2005 deutlich gestiegen und liegt im Jahr 2018 mit 39 % um 21 Prozentpunkte über dem Ausgangsniveau.“
KMK (Hrsg.), Bildung in Deutschland 2020 (2020), S. 63.
In Österreich betrug der durchschnittliche jährliche Zuwachs seit 2005 7,4 Prozent und lag 2019 bei 28 Prozent. (Quelle: Statistik Austria (Hrsg.), Kindertagesheim-Statistik 2019/20 (2020), S. 87.)

Deutschland: „Eine detailliertere Analyse nach Migrationsstatus verdeutlicht, dass Kindern, die selbst oder deren Elternteile beide zugewandert sind, deutlich weniger vorgelesen wird –auch unter Kontrolle des Bildungsabschlusses der Eltern.“
KMK (Hrsg.), Bildung in Deutschland 2020 (2020), S. 79.

„Es ist breit dokumentiert, dass Sprachkompetenzen von Kindern bereits im Alter von etwa 3 Jahren in Abhängigkeit vom sozioökonomischen Hintergrund variieren. […] Die Ergebnisse unserer Analysen zeigen sowohl frühe Unterschiede im kindlichen Wortschatzerwerb als auch im sprachstimulierenden Interaktionsverhalten im Zusammenhang mit der mütterlichen Bildung.“
Dr. Anja Linberg u. a., Social disparities in the vocabulary of 2-year-old children and the mediating effect of language-stimulating interaction behavior (2020), S. 13.

„In vielen OECD-Ländern ist inzwischen die Teilnahme an FBBE-Angeboten (Anm.: FBBE = frühkindliche Bildung, Betreuung und Erziehung) ab 2 Jahren die Regel. 2018 nahmen im Durchschnitt der OECD-Länder 46 % der 2-Jährigen an FBBE-Angeboten teil. In Belgien, Dänemark, Island, der Republik Korea, Norwegen und Schweden sind es mindestens 80 %.“
OECD (Hrsg.), Bildung auf einen Blick 2020. OECD-Indikatoren (2020), S. 206.

„2017/18 stammten circa 60 % der Kinder, die eine Kinderbetreuungseinrichtung in Wien besuchten, aus nichtdeutschsprachigen Familien, in Gesamtösterreich lag dieser Wert bei 33 %.“
ÖIF (Hrsg.), Wien. Zahlen, Daten und Fakten zu Migration & Integration (2020), S. 6.

„2017/18 stammten circa 60 % der Kinder in Kinderbetreuungseinrichtungen in Wien aus nichtdeutschsprachigen Familien, in Gesamtösterreich lag dieser Wert bei 33 %. Besonders hoch war der Anteil der Kinder mit nichtdeutscher Umgangssprache in Wien mit 66,1 % in Krippen und Kleinkindbetreuungseinrichtungen und mit 61,7 % in Kindergärten.“
ÖIF (Hrsg.), Wien. Zahlen, Daten und Fakten zu Migration & Integration (2020), S. 27.

„Die Kinderbetreuungsquote (Anteil der in Kindertagesheimen betreuten Kinder im Vergleich zur gleichaltrigen Wohnbevölkerung) der 3-bis 5-Jährigen erhöhte sich von 90,7 % (2010) auf 93,4 % im Jahr 2019, der Anteil der 5-Jährigen (inklusive vorzeitig eingeschulte Kinder) ist über den Zeitraum 2010 bis 2019 auf einem beinahe gleichbleibend hohem Niveau zwischen 97,2 % und 98,8 %.“
Statistik Austria (Hrsg.), Agenda 2030 – SDG-Indikatorenbericht (2020), S. 38.

„Die Betreuungsquote (Anteil der in Kindertagesheimen betreuten Kinder im Vergleich zur gleichaltrigen Wohnbevölkerung) der 3-Jährigen erhöhte sich seit 1995 von 45,3 % auf mittlerweile 86,7 %. Bei den 4-Jährigen war im gleichen Zeitraum ein Anstieg von 80,4 % auf 96,6 %, bei den 5-Jährigen von 86,3 % auf 98,2 % zu verzeichnen. Die Betreuungsquote der 0- bis 2-jährigen Kinder hat sich in Österreich seit 1995 von 4,6 % auf 26,5 % mehr als verfünffacht.“
Statistik Austria (Hrsg.), Bildung in Zahlen 2018/19. Schlüsselindikatoren und Analysen (2020), S. 22.

„Im Jahr 2017 lag die Teilnahmequote an vorschulischer Bildung in der Altersgruppe der 4-Jährigen in Österreich bei 93,5 %. […] Der EU23-Durchschnitt für institutionelle Kinderbetreuung der 4-Jährigen liegt bei 91,9 %.“
Statistik Austria (Hrsg.), Bildung in Zahlen 2018/19. Schlüsselindikatoren und Analysen (2020), S. 118.

„Der Ausländeranteil in Kindertagesheimen entspricht in etwa jenem der gleichaltrigen Wohnbevölkerung. In Wien (33,6 %) ist der Ausländeranteil in Kindertagesheimen am größten, im Burgenland (12,6 %) am kleinsten.“
Statistik Austria (Hrsg.), Kindertagesheim-Statistik 2019/20 (2020), S. 14.

„2017/18 hatten 36 % der getesteten 3-bis 6-Jährigen einen Förderbedarf in Deutsch. Der Anteil lag bei Kindern mit Deutsch als Erstsprache bei 17 % und bei Kindern mit einer anderen Erstsprache bei 70 %.“
Statistik Austria (Hrsg.), migration & integration – zahlen.daten.indikatoren 2020 (2020), S. 9.

„2013/14 stammten 29 % der Kinder in Kinderbetreuungseinrichtungen aus nicht deutschsprachigen Familien. Bis zum Kindergartenjahr 2018/19 stieg dieser Anteil um vier Prozentpunkte auf 33 %.“
Statistik Austria (Hrsg.), migration & integration – zahlen.daten.indikatoren 2020 (2020), S. 47.

„It is well documented that the language skills of preschool children differ substantially and that these differences are highly predictive of their later academic success and achievements. Especially in the early phases of children’s lives, the importance of different structural and process characteristics of the home learning environment (HLE) has been emphasized and research results have documented that process characteristics such as the quality of parental interaction behavior and the frequency of joint activities vary according to the socio-economic status (SES) of the family.“
Dr. Manja Attig u. a., What Impacts Early Language Skills? Effects of Social Disparities and Different Process Characteristics of the Home Learning Environment in the First 2 Years (2020), S. 1.

„Focusing on the first years of life, the family is seen as the most important learning environment and parenting behavior has been emphasized as particularly important for the development of children. Further, research showed that the early home learning environment also predicts the quality of the later home learning environment.“
Dr. Manja Attig u. a., What Impacts Early Language Skills? Effects of Social Disparities and Different Process Characteristics of the Home Learning Environment in the First 2 Years (2020), S. 2.

„Mothers with low levels of education and mothers in low-income households have been shown to provide their children with a less sensitive and less stimulating home learning environment. In addition, focusing on language stimulation behavior, findings showed that – for example – mothers with a high socio-economic status talked more to their children compared to lower SES (Anm.: socio-economic status) mothers. Further, differences according to the family’s SES were not only found for spontaneous speech and verbal communication but also with respect to the frequency and quality of joint book reading. […] Children living in low-income households have smaller vocabularies and more restricted language skills compared to their more advantaged peers.“
Dr. Manja Attig u. a., What Impacts Early Language Skills? Effects of Social Disparities and Different Process Characteristics of the Home Learning Environment in the First 2 Years (2020), S. 3.

„SES-related (Anm.: SES = socio-economic status) disparities in language skills are not only found in preschool or school age children but are also evident in even younger children below the age of 3 years. For example, interrelations between parental education as well as occupation with vocabulary were already shown in 18-month-old children; and at the age of 24 months, a 6-month gap in language processing skills was evident.“
Dr. Manja Attig u. a., What Impacts Early Language Skills? Effects of Social Disparities and Different Process Characteristics of the Home Learning Environment in the First 2 Years (2020), S. 3.

„Research results showed maternal sensitivity to be associated with speech comprehension and various milestones of language development. Thus, for example, the children of more sensitive mothers began to talk earlier and reached the milestone of a 50-word vocabulary at a younger age than children of less responsive mothers. In addition, maternal sensitivity at the age of 18 months predicted later language skills.“
Dr. Manja Attig u. a., What Impacts Early Language Skills? Effects of Social Disparities and Different Process Characteristics of the Home Learning Environment in the First 2 Years (2020), S. 4.

„Parental stimulation of child behavior has been demonstrated to foster child development; this facet of parenting behavior also includes a sensitive component as the parents have to read the child’s signals and to adapt their behavior to the child’s needs.“
Dr. Manja Attig u. a., What Impacts Early Language Skills? Effects of Social Disparities and Different Process Characteristics of the Home Learning Environment in the First 2 Years (2020), S. 4.

„Research findings showed that besides maternal responsivity at the age of 13 months, maternal verbal stimulation at the age of 24 months was associated with the children’s vocabulary progress.“
Dr. Manja Attig u. a., What Impacts Early Language Skills? Effects of Social Disparities and Different Process Characteristics of the Home Learning Environment in the First 2 Years (2020), S. 4.

„Whereas at the age of 14 months, maternal sensitivity seems to have a greater impact on vocabulary, the effect changed until the age of 36 months with maternal stimulation having a greater effect on vocabulary compared to sensitivity.“
Dr. Manja Attig u. a., What Impacts Early Language Skills? Effects of Social Disparities and Different Process Characteristics of the Home Learning Environment in the First 2 Years (2020), S. 13.

„Our results extend the findings of Bromley who showed that picture book reading at the age of 10 months was associated with the language skills of children at the age of 34 months. Our data add to this finding that already at the age of 7 months picture book reading is associated with later language development and that the effect still remains even when considering later joint picture book reading as well as other characteristics of the HLE (Anm.: home learning environment) within the same model.“
Dr. Manja Attig u. a., What Impacts Early Language Skills? Effects of Social Disparities and Different Process Characteristics of the Home Learning Environment in the First 2 Years (2020), S. 14.

„PISA results show that across the OECD countries, students who had attended ECEC tend to have higher scores in academic proficiencies at the age of 15. However, these differences in academic proficiencies between those who attended ECEC versus those who did not attend are almost nil when students’ socio-economic status (SES) is considered.“
Jaime Balladares u. a., Attendance in Early Childhood Education and Care Program (2020), S. 4.

„Findings from PISA 2015 indicate that the stratification of academic achievement by SES persist regardless of length of exposure to ECEC programmes. In other words, these results indicate that attendance in ECEC does not lead to reduce performance gap in later academic outcomes between advantaged and disadvantaged students. What is more, even the longest duration of ECEC attendance, i.e. students starting as early as ages one or two, does not achieve any perceivable decrease in the performance gap between the two groups of students.“
Jaime Balladares u. a., Attendance in Early Childhood Education and Care Program (2020), S. 19.

„Early mathematical competencies, in the age range of three to six years, predict quite well the development of later mathematical competencies and also general school success, even when the intelligence of the child is taken into account.“
Dr. Lars Burghardt u.a., The relevance of the early years home and institutional learning environments for early mathematical competencies (2020), S. 3.

„Research evidence shows that there are clear benefits for children who participate in ECEC (Anm.: ECEC = Early childhood education and care) in terms of their overall development and, more specifically, their academic performance. This finding is especially valid for disadvantaged students. […] Nevertheless, data from the EU-SILC Survey and PISA 2018 reveal that children from disadvantaged families participate less in ECEC.“
EU-Kommission (Hrsg.), Equity in school education in Europe (2020), S. 59.

„ECEC (Anm.: ECEC = Early childhood education and care) is increasingly considered to provide the foundations for lifelong education and training and is becoming an integral part of education systems. It has also been recognised as an important tool for increasing equity in education.“
EU-Kommission (Hrsg.), Equity in school education in Europe (2020), S. 59.

„Language support to children for whom the language of instruction is not the language spoken at home is provided in around half of the education systems and often concerns children aged 3 and over.“
EU-Kommission (Hrsg.), Equity in school education in Europe (2020), S. 62.

„Participation in ECEC (Anm.: ECEC = Early childhood education and care) appears to have particularly beneficial effects on the performance of 15-year-old students from low socio-economic backgrounds.“
EU-Kommission (Hrsg.), Equity in school education in Europe (2020), S. 64.

„PISA 2018 confirms previous international surveys in that students from low socio-economic backgrounds are less likely to participate in ECEC for more than a year in the vast majority of European education systems. In contrast, students from high socioeconomic backgrounds tend to participate to a higher degree in almost all education systems.“
EU-Kommission (Hrsg.), Equity in school education in Europe (2020), S. 65.

„Specific language support measures have been introduced in several countries. In Denmark, the age of the obligatory language assessment for 3-year old children was lowered and can now be made when the children are between 22 and 30 months.“
EU-Kommission (Hrsg.), Structural Indicators for Monitoring Education and Training Systems in Europe – 2020 (2020), S. 9.

Norwegen: „Students who show signs of reading or numeracy difficulties receive help at an early stage, and starting in 2018, a responsibility to provide intensive instruction for students in danger of being left behind in the 1st to 4th grades was established by law.“
Dr. Tove Stjern Frønes u. a., Equity and Diversity in Reading Comprehension – A Case Study of PISA 2000–2018. In: Dr. Tove Stjern Frønes u. a., Equity, Equality and Diversity in the Nordic Model of Education (2020), S. 310.

„Considerable research, including results from TIMSS and PIRLS, has documented the importance of early childhood learning activities for fostering student achievement during later school years.“
IEA (Hrsg.), TIMSS 2019. International Results in Mathematics and Science (2020), S. 296.

„Results from European studies as well as from assessments in the United States have consistently shown that there are two important learning environments in early childhood: the parental home and kindergarten. These environments not only provide the framework for development, they also offer learning opportunities and materials, activities, and support for young children to promote their social, cognitive, and emotional development.“
Dr. Jana Kähler u. a., The development of early scientific literacy gaps in kindergarten children. In: International Journal of Science Education 2020, Vol. 42, No. 12, S. 1988f.

„Early disparities in SL (Anm.: scientific literacy) or numeracy skills already exist in kindergarten and have an impact on children’s later life. […] Numerous studies have shown that features such as a lower SES (Anm.: socioeconomic status), a lower level of parental education, or a migration background negatively affected young children’s language skills their numeracy skills or their SL.“
Dr. Jana Kähler u. a., The development of early scientific literacy gaps in kindergarten children. In: International Journal of Science Education 2020, Vol. 42, No. 12, S. 1989f.

„Children with a higher number of books in the parental home had higher SL (Anm.: scientific literacy) in kindergarten than children with fewer books.“
Dr. Jana Kähler u. a., The development of early scientific literacy gaps in kindergarten children. In: International Journal of Science Education 2020, Vol. 42, No. 12, S. 1996.

„Our results illustrate the importance of early promotion und support, especially for children with lower SL (Anm.: scientific literacy). To get the best support for young children, this promotion should already start in kindergarten and should be followed up in school.“
Dr. Jana Kähler u. a., The development of early scientific literacy gaps in kindergarten children. In: International Journal of Science Education 2020, Vol. 42, No. 12, S. 2001.

„In order for science teaching in secondary schools to be successful, the basis for scientific thinking and scientific knowledge must already be formed in primary school.“
Dr. Jana Kähler u. a., The development of early scientific literacy gaps in kindergarten children. In: International Journal of Science Education 2020, Vol. 42, No. 12, S. 2003.

„Differences in socioeconomic background are already shown in the language skills of 3-year-old children. Children from families with low socioeconomic status showed lower levels of oral language skills than children from more advantaged families. Within the language domain, vocabulary in particular is suggested to be related to family background.“
Dr. Anja Linberg u. a., Social disparities in the vocabulary of 2-year-old children and the mediating effect of language-stimulating interaction behavior (2020), S. 15.

„Children growing up in families with a low SES (Anm.: socioeconomic status) have smaller vocabularies and more restricted language skills compared to their peers from higher SES families. Already at the age of 18 months, Fernald and colleagues documented differences in productive vocabulary and language processing related to social background. At 2 years of age children from families differing in SES already showed a 6-month gap in language processing skills important to language development.“
Dr. Anja Linberg u. a., Social disparities in the vocabulary of 2-year-old children and the mediating effect of language-stimulating interaction behavior (2020), S. 15.

„Language-stimulating interaction behavior has been shown to differ according to the families’ education level. In particular, the amount of talking as well as the qualitative and interactive aspects of mothers’ speech differ according to her education level. Higher educated mothers talk more to their children and their language input to their children is suggested to be more supportive for language development compared to less educated mothers.“
Dr. Anja Linberg u. a., Social disparities in the vocabulary of 2-year-old children and the mediating effect of language-stimulating interaction behavior (2020), S. 17.

„Our results demonstrate that – already at the age of 26 months – the children’s productive vocabulary is significantly associated with maternal education. […] Compared to other characteristics of socioeconomic background, maternal education shows the strongest association with child’s vocabulary development.“
Dr. Anja Linberg u. a., Social disparities in the vocabulary of 2-year-old children and the mediating effect of language-stimulating interaction behavior (2020), S. 26.

„Even in a well-educated country such as Germany, at the age of 26 months disparities in vocabulary development by maternal education are already visible and that – associated with maternal education – children experience different frequencies of language-related joint attention episodes as a facet of language stimulating interaction behavior of their mothers.“
Dr. Anja Linberg u. a., Social disparities in the vocabulary of 2-year-old children and the mediating effect of language-stimulating interaction behavior (2020), S. 28.

„Families stimulate children’s language development through various activities and interactions during infancy. Several factors have been suggested as being of particular relevance: the frequency of stimulating activities, such as joint picture book reading, singing songs, or telling rhymes to a child, and the overall quality of interaction behavior in parent-child interactions, especially how sensitively the caregiver responds to the child’s signals.“
Dr. Anja Linberg u. a., The Early Years Home Learning Environment – Associations With Parent-Child-Course Attendance and Children’s Vocabulary at Age 3 (2020), S. 2.

„The vast majority of parents report that they begin reading to their children when they are around 6 months of age. Research shows that joint picture book reading with infants and toddlers and the early onset of reading is linked to children’s vocabulary.“
Dr. Anja Linberg u. a., The Early Years Home Learning Environment – Associations With Parent-Child-Course Attendance and Children’s Vocabulary at Age 3 (2020), S. 2.

„With regard to vocabulary, many children fall behind their peers already at young ages.  This is particularly challenging as vocabulary is linked to the development of receptive and productive oral language proficiency and reading skills and thus to opportunities for academic success and social participation.“
Dr. Anja Linberg u. a., The Early Years Home Learning Environment – Associations With Parent-Child-Course Attendance and Children’s Vocabulary at Age 3 (2020), S. 9.

„Early childhood programmes are increasingly seen as a means of giving children from disadvantaged or immigrant backgrounds a strong start in life, and thus to mitigate the economic and linguistic disadvantages that could otherwise hinder their development and integration in society.“
OECD Hrsg.), Building a High-Quality Early Childhood Education and Care Workforce (2020), S. 66.

„The first five years of every child’s life are a period of great opportunity, but also one of risk. The cognitive and social-emotional skills that children develop in these early years have long-lasting impacts on their later outcomes throughout schooling and adulthood.“
OECD (Hrsg.), International Early Learning and Child Well-being Study, Summary of Findings (2020), S. 2.

„Having a home language that is different from the ECEC centre or school the child attends is associated with lower learning and development.“
OECD (Hrsg.), International Early Learning and Child Well-being Study, Summary of Findings (2020), S. 7.

„Integration efforts aimed at young children are reinforced in Denmark […], with a focus on learning Danish. Measures include mandatory early childhood day care, language classes before entering school, and strengthening incentives for parents through facilitated parental leave as well as a potential withdrawal of child allowances. Since 2019, students in schools where more than 30 % of students are from residential areas identified as 'ghettos' must take language tests.“
OECD (Hrsg.), International Migration Outlook 2020 (2020), S. 108.

„Despite this expansion in enrolment in pre-primary education, about 6 % of students in PISA 2018 reported that they had not attended or that they had attended pre-primary education for less than one year, on average across OECD countries.“
OECD (Hrsg.), PISA 2018 Results. Effective Policies, Successful Schools (2020), S. 49.
In Österreich besuchten nur mehr 2,6 % nicht einmal ein Jahr lang vorschulische Einrichtungen. (Quelle: ibidem, Fig. V2.3.)

„On average across OECD countries, the mean reading score of students who had attended pre-primary education for one year (471 points), two years (491 points) or three years or more (493 points) was higher than the score of students who had not attended or had attended for less than one year (444 points).“
OECD (Hrsg.), PISA 2018 Results. Effective Policies, Successful Schools (2020), S. 51.

„In 2017, the enrolment rate for children age 2 in ECEC registered services was 60 % across OECD countries, markedly below 87 %, the corresponding rate for children ages 3-5. Importantly, the younger the child, the less likely s/he is to be enrolled in an ECEC service with, across OECD countries, enrolment rates of 40 % for children age 1 and 10 % for children under age 1. […] In Korea and in several Nordic countries, including Denmark and Norway, enrolment rates for children age 2 are around 90 % and close to those observed for older children.“
OECD (Hrsg.), Quality Early Childhood Education and Care for Children Under Age 3 (2020), S. 36f.
In Österreich erhalten 0,6 % der Unter-1-Jährigen, 14 % der 1-Jährigen, 40 % der 2-Jährigen und 89 % der 3- bis 5-Jährigen institutionelle Frühförderung. (Quelle: OECD (Hrsg.), Quality Early Childhood Education and Care for Children Under Age 3 (2020), S. 37.)

„Enrolment of children under age 3 in ECEC services dramatically increased on average across OECD countries from 2005 to 2017. In several countries, enrolment rates doubled during this period.“
OECD (Hrsg.), Quality Early Childhood Education and Care for Children Under Age 3 (2020), S. 39.

„The research literature suggests that the impact of ECEC services on a child’s development is the highest for children from the least educated families.“
OECD (Hrsg.), Quality Early Childhood Education and Care for Children Under Age 3 (2020), S. 42.

The available evidence suggests that SES gaps in cognitive and academic achievement are profound already before children enter school and either remain constant or only slightly increase during schooling.“
Univ.-Prof. Dr. Jan Skopek, Socioeconomic Inequality in Children’s Achievement from Infancy to Adolescence. The Case of Germany (2020), S. 3.

„Parents play an important role in preparing children for learning, not only as providers of resources but also as role models for reading engagement.“
Univ.-Prof. Dr. Hildegunn Støle u. a., The Importance of Parents’ Own Reading for 10-Year Old Students’ Reading Achievement in the Nordic Countries. In: Dr. Tove Stjern Frønes u. a., Equity, Equality and Diversity in the Nordic Model of Education (2020), S. 366.

„The foundations for positive attitudes toward reading should be laid already in kindergarten and the early grades of school, bearing in mind especially those children who do not come from a family culture with positive attitudes towards pleasure reading. In the long term, reading books will benefit both the children themselves and their own children in the future.“
Univ.-Prof. Dr. Hildegunn Støle u. a., The Importance of Parents’ Own Reading for 10-Year Old Students’ Reading Achievement in the Nordic Countries. In: Dr. Tove Stjern Frønes u. a., Equity, Equality and Diversity in the Nordic Model of Education (2020), S. 379.

„The first 1,000 days of a child’s life represent an enormous opportunity as parental capital represents the bedrock of the development of children’s educational attainment and future employment. Parental involvement in children’s education can counter-balance the effects of a child’s socio-economic background assuming parents with low income are not held back from contributing their time by structural barriers.“
World Economic Forum (Hrsg.), The Global Social Mobility Report 2020 (2020), S. 16.

„There are large socioeconomic disparities in children‘s WM skills (Anm.: Working Memory skills), such that children from lower-socioeconomic-status households have lower WM than their more advantaged peers.“
Dr. Jenna E. Finch, Do Schools Promote Executive Functions? Differential Working Memory Growth Across School-Year and Summer Months. In: AERA Open, April-June 2019, Vol. 5, No. 2, S. 1.

„In recent years, kindergarten has become increasingly academic, such that teachers have reported large increases in literacy and math instruction, time spent on challenging academic topics, and the use of standardized tests from 1998 to 2010.“
Dr. Jenna E. Finch, Do Schools Promote Executive Functions? Differential Working Memory Growth Across School-Year and Summer Months. In: AERA Open, April-June 2019, Vol. 5, No. 2, S. 2.

„Wir brauchen flächendeckend Vorschulprogramme, wie sie zum Beispiel in den USA entwickelt wurden. Mit vier Jahren werden alle Kinder getestet und die Kinder, die Sprachdefizite aufweisen, müssen verpflichtend mit viereinhalb Jahren auf eine Vorschule. Dort werden sie dann systematisch fit für die Grundschule gemacht. Solche Programme verbessern nicht nur die Schulleistungen, sondern fördern auch die Sozialkompetenz. Jeder Euro, der hier angelegt wird, zahlt sich für die Gesellschaft x-fach aus.“
Univ.-Prof. Dr. Olaf Köller, Die Zeit online am 3. Dezember 2019.

„Die unzureichenden Lesekompetenzen vieler 15-Jähriger sind nur der Endpunkt eines früh gescheiterten Anfangs. Natürlich ist es auch bei den Sechsjährigen noch nicht zu spät für eine intensive sprachliche Förderung. Noch größere Wirkungen erzielen Fördermaßnahmen, die bei den Drei- bis Fünfjährigen ansetzen.“
Univ.-Prof. Dr. Andreas Gold, Frankfurter Rundschau online am 2. Dezember 2019.

„Im Rahmen der Sprachstandserhebung 2016/2017 bei drei- bis sechsjährigen Kindern zeigten rund 65 % aller getesteten Kinder ein altersgemäßes Sprachniveau. Rund 35 % benötigten zusätzliche Fördermaßnahmen in Deutsch. […] 8 von 10 Kindern mit türkischer, persischer, arabischer und tschetschenischer Muttersprache haben Förderbedarf in der deutschen Sprache.“
ÖIF (Hrsg), „Zusammen“, Ausgabe vom Winter 2019, S. 16

„Nahezu alle Kinder besuchen schon vor der Pflichtschule eine institutionelle Betreuungseinrichtung. So gehen 86 % der dreijährigen Kinder in einen Kindergarten oder in eine ähnliche Institution.“
BMBWF (Hrsg.), „Nationaler Bildungsbericht Österreich 2018. Band 1“ (2019), S. 128

„Bei den unter 3-Jährigen hat sich die Betreuungsquote im Zeitraum 2008 bis 2018 im institutionellen Sektor fast verdoppelt. Bei den 3- bis unter 6-Jährigen stieg die institutionelle Betreuungsquote um rund 6,2 Prozentpunkte an. Nur geringe Änderungen gab es bei den Betreuungsquoten im Tageselternsektor. […] Die stärkste Zunahme im Zeitraum 2008 bis 2018 gab es bei den Krippen (+2.148 Gruppen). Die Zahl der Kindergartengruppen stieg um 1.224 und jene der altersgemischten Gruppen um 1.236. Geringe Änderungen gab es bei den Hortgruppen (+140). Die Zahl der Tageseltern ist um 976 gesunken.“
ÖIF (Hrsg.), Familien in Zahlen 2019 (2019), S. 15.

„2016/17 stammten circa 60 % der Kinder, die eine Kinderbetreuungseinrichtung in Wien besuchten, aus nichtdeutschsprachigen Familien, in ganz Österreich lag dieser Wert bei 31,5%.“
ÖIF, Wien. Zahlen, Daten und Fakten zu Migration & Integration, 2018 (2019), S. 6f.

„Besonders hoch war der Anteil der Kinder mit nichtdeutscher Umgangssprache in Wien mit 63,5 % in Kindergarten und mit 62,8 % in Krippen und Kleinkindbetreuungseinrichtungen.“
ÖIF, Wien. Zahlen, Daten und Fakten zu Migration & Integration, 2018 (2019), S. 27.

„Die Betreuungsquote (Anteil der in Kindertagesheimen betreuten Kinder im Vergleich zur gleichaltrigen Wohnbevölkerung) der 3-Jährigen erhöhte sich seit 1995 von 45,3% auf mittlerweile 86,3%. Bei den 4-Jährigen stieg im gleichen Zeitraum der Anteil von 80,4% auf 96,1%, bei den 5-Jährigen von 86,3% auf 97,9%.“
Statistik Austria (Hrsg.), „Bildung in Zahlen 2017/18. Schlüsselindikatoren und Analysen“ (2019), S. 22

„Die stärksten Ausgabensteigerungen waren seit dem Jahr 2000 bei den Kindertagesheimen zu beobachten. Hier sind die Ausgaben um mehr als das Eineinhalbfache gestiegen.“Statistik Austria (Hrsg.), „Bildung in Zahlen 2017/18. Schlüsselindikatoren und Analysen“ (2019), S. 84

„Fast ein Drittel der Kinder in Betreuungseinrichtungen sind nicht deutschsprachig. 2010/11 stammten 26 % der Kinder in Kinderbetreuungseinrichtungen aus nicht deutschsprachigen Familien. Bis zum Kindergartenjahr 2017/18 stieg dieser Anteil um sechs Prozentpunkte auf 32 %.“
Statistik Austria (Hrsg.), migration & integration - zahlen.daten.indikatoren 2019 (2019), S. 46.

„By preparing children to pay attention, follow rules, and actively engage in learning, executive functions are fundamental to learning readiness and school success. The development of executive function begins early and, like other elements of self-regulation, can be intentionally nurtured in early childhood, family, and school settings.“
Dr. Pamela Cantor u. a., Malleability, plasticity, and individuality: How children learn and develop in context. In: Applied Developmental Science, 2019, Vol. 23, No. 4, S. 314.

„The main mechanism through which ECI (Anm.: ECI = Early Childhood Intervention) programs achieve results is by improving what economists call noncognitive skills. These skills comprise attitudes and behaviors that make people succeed in social interactions in both school and the workplace, such as motivation, patience, perseverance, self-control, and the capacity to evaluate the consequences of today’s action on future outcomes. Several studies show that such skills are crucial for success in life, more so than cognitive skills measured by IQ tests.“
Univ.-Prof. Dr. Matthias Doepke u. a., „Love, Money and Parenting“ (2019), S. 155

Japans „Escalator Schools“: „The selective admission process for escalator schools puts a great strain on families. […] Children start preparing for this high-stakes exam when they are just three years old. The admission process is very competitive. Around 8 percent of the five-year-old kids in Tokyo attend escalator schools, but many more would like to.“
Univ.-Prof. Dr. Matthias Doepke u. a., „Love, Money and Parenting“ (2019), S. 289

„School-based extra-curricular activity has been identified as being a particularly powerful and positive form of extra-curricular activity for enhancing achievement (i.e., more so than home- or community-based extra-curricular activity). Being school-based, this form of extra-curricular activity tends to increase students’ identification with the school, promote positive school-based values, brings students into closer proximity with teachers who can help them academically, and promote positive peer affiliation – all of which are important factors in academic achievement – and apparently especially effective for low ESCS migrant students.“
EU-Kommission (Hrsg.), Against the Odds – Academically resilient students with a migrant background and how they succeed (2019), S. 51f.

„Research findings suggest that children from low socio-economic backgrounds are likely to benefit the most from ECEC; however, evidence shows that they often have lower access to these services.“
EU-Kommission (Hrsg.), A note on early childhood education and care participation by socio-economic background (2019), S. 3.

„Evidence shows that high-quality childcare can compensate for the lack of the richer cultural and educational environment provided to young children in middle-class homes.“
EU-Kommission (Hrsg.), A note on early childhood education and care participation by socio-economic background (2019), S. 5.

„Among children below age 3, those who belong to disadvantaged groups show systematically lower childcare rates. […] A similar situation – although with smaller gaps, given the higher overall attendance rates – is found among older children.“
EU-Kommission (Hrsg.), A note on early childhood education and care participation by socio-economic background (2019), S. 11.

„Research shows that high-quality pre-primary education and care can improve children’s socioemotional development and cognitive competences, with children from socio-economically disadvantaged backgrounds benefiting the most.“
EU-Kommission (Hrsg.), Education and Training Monitor 2019 (2019), S. 48.

„Research suggests rapid development and considerable plasticity in the brains of newborns through the first few years of life. Certain regions of the brain are more plastic than others, such as the hippocampus for example, which is implicated in learning and memory.“
Francesca Gottschalk, „Impacts of technology use on children: Exploring literature on the brain, cognition and well-being“ (2019), S. 11

„It appears that the cumulative total of gap growth, across every school year and summer from kindergarten through eighth grade, is considerably smaller than the gaps that have already opened before kindergarten begins.“
Univ.-Prof. Dr. Paul T. von Hippel u. a., Do Test Score Gaps Grow Before, During, or Between the School Years? In: Sociological Science 6 (2019), S. 44f.

„Reading and math gaps grow substantially more in the first five years of life than they do in the nine years after school begins. This finding is consistent with neurocognitive research showing that the brain is more plastic at younger ages.“
Univ.-Prof. Dr. Paul T. von Hippel u. a., Do Test Score Gaps Grow Before, During, or Between the School Years? In: Sociological Science 6 (2019), S. 75.

„High quality early care and education yields significant benefits – especially for children from low-income and disadvantaged households. Children who attend a high quality preschool for as little as a year can experience improvements in their language, literacy, and mathematics skills.“
ies (Hrsg.), „Are Ratings from Tiered Quality Rating and Improvement Systems Valid Measures of Program Quality?“ (2019), S. 1

„In many countries children from low-income households are significantly less likely to participate in early learning despite evidence of its benefits, particularly for vulnerable children.“
OECD (Hrsg.), Changing the Odds for Vulnerable Children (2019), S. 11.

„Young children under three years old are especially affected by family stress and material deprivation because of the rapid pace of early brain development.“
OECD (Hrsg.), Changing the Odds for Vulnerable Children (2019), S. 17.

„Children from low socio-economic backgrounds are two to three times more likely to develop mental difficulties than those from high socio-economic backgrounds.“
OECD (Hrsg.), Changing the Odds for Vulnerable Children (2019), S. 17.

„A number of studies suggest that children from lower socio-economic status families experience particular benefits in the areas of cognitive and social skills development compared to peers from higher socio-economic backgrounds. Participation in ECEC can influence parents to engage more frequently in cognitively stimulating and less passive activities with their children, helping to close the gap between disadvantaged children and children from non-disadvantaged families.“
OECD (Hrsg.), Changing the Odds for Vulnerable Children (2019), S. 20.

„Participation in ECEC is beneficial for children who speak a different language at home than the one spoken in school. PISA 2015 shows that immigrant students who attended ECEC for at least one year scored 36 points higher in the science assessment domain. After accounting for student economic status, this gap remained significant at 25 score-points (i.e. ten months of formal schooling).“
OECD (Hrsg.), Changing the Odds for Vulnerable Children (2019), S. 20.

„The brain develops faster and has a higher plasticity during early childhood than at any other point in life; children are therefore particularly responsive to the interactions they experience over this period. The benefits of early learning go well beyond academic achievement.“
OECD (Hrsg.), Changing the Odds for Vulnerable Children (2019), S. 74.

„In countries where the proportion of 15-year-old students with an immigrant background (first and second generation) is above 6 %, immigrant students who reported that they attended ECEC for at least one year scored 36 score-points higher in the PISA science assessment than those who attended ECEC for less than a year or not at all. When accounting for student’s socioeconomic status, the difference in PISA scores of students with an immigrant background and different lengths of enrolment in ECEC is still significant at 25 score-points (i.e. 10 months of formal schooling).“
OECD (Hrsg.), Changing the Odds for Vulnerable Children (2019), S. 77.

„Participation in early childhood education and care (ECEC) can be an important protective factor in the lives of vulnerable children. A number of countries have defined education policies specifically to increase children from lower socio-economic backgrounds. In Scotland (UK), 2-4 year-old children from disadvantaged families are entitled to 16 hours of free provision per week (600 hours/year) since 2014, above the normal number of hours of free provision of around 12 hours per week. In the Netherlands, targeted programs for children from disadvantaged backgrounds (age 3 and 4) are available in both childcare and playgroups.“
OECD (Hrsg.), Changing the Odds for Vulnerable Children (2019), S. 117.

Norwegen: „In 2015, a regulation capping the maximum annual fee for ECEC participation at not more than 6 % of the family income was introduced. In addition, children aged 4 and 5 were given the right to 20 free hours of preschool per week, a measure extended to 3 year-old one year later. […] Preliminary findings on Norway indicate that the availability of 20 hours of free pre-schooling increased the participation of minority-language children by 15 %, leading to better results on mapping tests in the first and second grade compared to areas with no intervention (i.e. no free preschool hours allocation).“
OECD (Hrsg.), Changing the Odds for Vulnerable Children (2019), S. 117.

„Consistent and responsive parenting during early childhood is a strong predictor of cognitive and social growth and linked to healthy interpersonal relationships across the lifespan.“
OECD (Hrsg.), Educating 21^st Century Children (2019), S. 76.

„Denmark has reinforced integration efforts aimed at young children with a plan proposed by the Danish Ministry of Economic and Interior Affairs in March 2018. Among the measures proposed are mandatory day care, language classes before entering school, and strengthening incentives for parents through facilitated parental leave as well as a potential withdrawal of child allowances.“
OECD (Hrsg.), International Migration Outlook 2019 (2019), S. 97.

„Finland’s success in compulsory schooling is partly because teachers are valued by society and enjoy good working conditions, relatively high salaries, smaller classes and fewer teaching hours than the OECD average. Another feature of Finnish schools is the well-developed system to detect pupils with special needs early and provide timely interventions.“
OECD (Hrsg.), „Investing in Youth: Finland“ (2019), S. 12

„The generous parental leave policy in Finland apparently encourages many young mothers stay (sic!) at home during the first years of their child’s life.“
OECD (Hrsg.), „Investing in Youth: Finland“ (2019), S. 27

„Given the centrality of language skills in determining integration and employment prospects in the host country, the development of effective and tailored language tuition is critical. […] Many OECD countries have specific policies in place to help children of immigrants with language obstacles, often based on systematic language screening in preschool coupled with follow-up remedial classes.“
OECD (Hrsg.), Ready to Help? (2019), S. 54.

„Reading skills are not built exclusively through school-based instruction. While high-quality formal instruction in primary school is imperative, home reading and preliteracy activities in early childhood education are also essential. The evidence confirms the importance of a conducive home environment for literacy outcomes.“
World Bank (Hrsg.), Ending Learning Poverty. What Will It Take (2019), S. 26.

„An accumulating body of research suggests that early mathematical skills are critical to developing long-run success in school. […] Across the data sets, a consistent pattern emerged: Mathematics achievement at school entry was the strongest predictor of later success in mathematics, and in some cases reading, even when all other characteristics tested were controlled.“
Tyler W. Watts u. a., „What Is the Long-Run Impact of Learning Mathematics During Preschool?“. In: „Child Development“ vom März/April 2018, Vol. 89, No. 2, S. 539

„Koreanische Eltern zahlen bis zu 20 Millionen Won pro Jahr, umgerechnet 15 000 Euro, für einen solchen Kindergartenplatz. Drei- bis viermal mehr als für eine Vorschule, in der nur Koreanisch gesprochen wird. Schon seit 1995 gibt es in Korea Kindergarten-Versionen bekannter Englisch-Sprachtests.“

Süddeutsche Zeitung online am 23. Jänner 2018

„Eine Studie aus 2013 zeigt, dass fast 40 Prozent der Kinder unter zwei Jahren bereits Smartphones benutzen — zwei Jahre zuvor waren es noch zehn Prozent.“

www.businessinsider.de am 6. Jänner 2018

„Meistens tritt ein so genannter Verwaschungs-Effekt ein, demzufolge nach einer gewissen Zeit der Einfluss einer Maßnahme nicht mehr nachgewiesen werden kann. Dieser Verwaschungs-Effekt lässt sich beispielsweise beim Faktor ‚Frühkindliche Förderung‘ feststellen: Am Ende der vierten Jahrgangsstufe kann man nicht mehr sagen, wer von den Kindern in der KiTa war.“
Univ.-Prof. Dr. John Hattie u. a., „Visible Learning. Auf den Punkt gebracht“ (2018), S. 77

„Ein flächendeckendes Beratungsangebot für alle werdenden Eltern und Familien mit Babys und Kleinkindern. Finnland unterstützt Eltern und ihren Nachwuchs damit früher als andere Länder. Ein Netz aus Ärzten, Hebammen, Logopäden, Psychotherapeuten und Sozialarbeitern berät sie hier bis zum Schuleintritt der Kinder. […] Nahezu 100 Prozent der Eltern nehmen die Beratung in Anspruch und verbessern damit auch langfristig die Lernvoraussetzungen ihrer Kinder.“

Adrián Carrasco Heiermann, M.Sc., u. a., „Mehr Humankapital wagen!“ (2018), S. 9

„Forschungen in der Neurowissenschaft haben gezeigt, dass die Empfindlichkeit wichtiger Areale im Gehirn, wie Bereiche der emotionalen Kontrolle, Sozialverhalten und sprachliche sowie rechnerische Fähigkeiten in den ersten drei Lebensjahren ihren Höhepunkt erreichen.“

Institut der deutschen Wirtschaft Köln (Hrsg.), „Bildungsmonitor 2018“ (2018), S. 39

Deutschland: „Während im Jahr 2017 rund 98 Prozent der Kinder im Alter von drei bis unter sechs Jahren ohne Migrationshintergrund eine Betreuungseinrichtung besuchten, waren es unter den Kindern mit Migrationshintergrund im gleichen Alter nur 84 Prozent. Dabei spielen frühkindliche Förderangebote gerade für Migrantenkinder, die zu Hause oft eine andere als die deutsche Sprache sprechen, in Hinblick auf die Sprachförderung und den späteren Bildungserfolg eine sehr wichtige Rolle.“

Institut der deutschen Wirtschaft Köln (Hrsg.), „Bildungsmonitor 2018“ (2018), S. 73

„Im Durchschnitt erzielten Kinder mit Migrationshintergrund, die angaben, dass sie mindestens ein Jahr lang an FBBE-Angeboten (Anm.: FBBE = frühkindliche Bildung, Betreuung und Erziehung) teilgenommen hatten, in der Internationalen Schulleistungsstudie PISA der OECD von 2015 ein um 36 Punkte höheres Ergebnis in Naturwissenschaften als solche, die angaben, dass sie weniger als ein Jahr an derartigen Angeboten teilgenommen hatten (dies entspricht rund einem Jahr formeller Schulbildung). Auch unter Berücksichtigung des soziookonomischen Status der Kinder bleibt ein signifikanter Unterschied von 25 Punkten.“

OECD (Hrsg.), „Bildung auf einen Blick 2018, OECD-Indikatoren“ (2018), S. 212

„Die stärksten Ausgabensteigerungen waren seit dem Jahr 2000 bei den Kindertagesheimen zu beobachten. Hier sind die Ausgaben um mehr als das Eineinhalbfache gestiegen. […] Im Jahr 2016 wurden 2.472,6 Mio. € für Kindertagesheime verausgabt.“

Statistik Austria (Hrsg.), „Bildung in Zahlen 2016/17. Schlüsselindikatoren und Analysen“ (2018), S. 90f

„Im Jahr 2015 lag die Teilnahmequote an vorschulischer Bildung in der Altersgruppe der 4-Jährigen in Österreich bei 92,3 %. […] Der EU22-Durchschnitt für institutionelle Kinderbetreuung bei den 4-Jährigen liegt bei 89,6 %.“

Statistik Austria (Hrsg.), „Bildung in Zahlen 2016/17. Schlüsselindikatoren und Analysen“ (2018), S. 120

„Die Sprachstandsbeobachtung der 3- bis 6-jährigen Kinder im Jahr 2016/17 ergab, dass 65 % am Beginn des Kindergartenjahres ein altersgemäßes Sprachniveau hatten. 17 % der Kinder mit Erstsprache Deutsch und 70 % mit einer anderen Erstsprache hatten Bedarf an einer Deutschförderung. Besonders hoch war der Sprachförderbedarf bei türkisch-, persisch- und arabischsprachigen Kindern.“

Statistik Austria (Hrsg.), „migration & integration - zahlen.daten.indikatoren 2018“ (2018), S. 10

„Zu Beginn des Kindergartenjahres 2016/17 hatten 35 % aller getesteten Kinder einen Förderbedarf in deutscher Sprache. Im Jahr zuvor fiel der Förderbedarf noch etwas geringer aus (30 %).“

Statistik Austria (Hrsg.), „migration & integration - zahlen.daten.indikatoren 2018“ (2018), S. 18

„Im Rahmen der Sprachstandsbeobachtung bei 3- bis 6-jährigen Kindern zeigten 2016/17 rund 65 % aller getesteten Kinder am Beginn des Kindergartenjahres ein altersgemäßes Sprachniveau, während rund 35 % zusätzliche Fördermaßnahmen in Deutsch benötigten. Von jenen Kindern, für die Deutsch als Erstsprache angegeben wurde, hatten rund 17 % Förderbedarf. Unter jenen Kindern, für die eine andere Erstsprache angegeben wurde, benötigten hingegen rund 70 % zusätzliche Fördermaßnahmen. Dabei war der Sprachförderbedarf bei türkisch- (80 %), persisch-, arabisch- (je 78 %), und tschetschenischsprachigen Kindern (75 %) besonders hoch. Auch albanisch- (71 %) und rumänischsprachige Kinder (69 %) hatten einen überdurchschnittlich hohen Förderbedarf.“

Statistik Austria (Hrsg.), „migration & integration - zahlen.daten.indikatoren 2018“ (2018), S. 44

„Estonia is […] exceptional in terms of the long duration of parental benefits, which can be received for a further 435 days, and also at 100 % of the previous wage. […] Estonia has the most generous system of maternity and parental benefits in the OECD in terms of the number of full-weeks’ pay covered.“

James Browne u.a., „Faces of Joblessness in Estonia“ (2018), S. 25

„Parental cognitive involvement in early childhood such as time invested in shared book reading, storytelling, learning the alphabet, numbers, and letters, playing rhyming and math games, and access to cognitively stimulating toys and books set the stage for children’s cognitive and intrinsic motivation development.“

Dr. Daniel H. Caro, „Socio‑economic gaps in subject interest: the mediating role of parental cognitive involvement“. In: „Large-scale Assessments in Education“ (2018), 6:13, S. 6

„Participation in early childhood education and care (ECEC) has increased in Austria but quality issues remain. Attendance by 4 year-olds reached 94.9 % in 2016, close to the EU average of 95.3 %; for 5 year-olds it has already surpassed the EU average, reaching 97 %. Participation by under 3 year-olds increased between 2010 and 2016 by 8 pps.“
EU-Kommission, Education and Training Monitor, 2018 (2018), S. 11.

„There is solid evidence of a strong relationship between family income and cognitive gains in early childhood, as well as with child psychological well-being.“
Jo Hutchinson u.a., Education in England – Annual report 2018 (2018), S. 21.

„Participation in high-quality early education programs can help to prepare the ground for children’s future schooling outcomes and has the potential to mitigate the socioeconomic and educational inequalities of diverse family backgrounds. Interventions that compensate for a lack of early learning activities in the home should be implemented as early as possible for all children, as later measures are likely to be more costly, challenging and less efficient at achieving the desired outcomes.“

IEA (Hrsg.), „Preparing the ground: The importance of early learning activities at home for fourth grade student achievement” (2018), S. 8

Dänemark: „A mandatory assessment of language development has been introduced for all three-year-olds since 2010 in order to diagnose and address possible language problems before children start school at age 7.“

Dr. John Jerrim u. a., „Educational disadvantage: how does England compare?“ (2018), S. 25

Macao und Japan: „The impact of high quality early years provision is well proven, with the greatest impact being for children from disadvantaged backgrounds. Yet, in many systems around the world, children from disadvantaged homes are the least likely to engage in such provision, due to issues of funding and access. By contrast, Macao and Japan – two of the high performing, high equity systems listed above – stand out as systems where advantaged and disadvantaged children are equally likely to attend high quality early years settings.“

Dr. John Jerrim u. a., „Educational disadvantage: how does England compare?“ (2018), S. 25

„Improving access to good-quality care and preschool programmes for children from disadvantaged backgrounds is essential. Good-quality affordable childcare can be instrumental in giving children the best start in life and reduce early gaps in speaking and other cognitive skills. Preschool attendance can make a large difference for later educational and learning outcomes.“
OECD (Hrsg.), „A Broken Social Elevator? How to Promote Social Mobility“ (2018), S. 40

„In 2011, children whose parents were born outside of the EU were six times less likely to attend preschool than children whose parents were born in Austria (13 % and 79 % respectively).“

OECD (Hrsg.), „Catching Up? Country Studies on Intergenerational Mobility and Children of Immigrants“ (2018), S. 12

Niederlande: „With the aim to reduce Dutch language deficits from 2000 onwards, the government launched policy arrangements for VVE (preschool and early school education, Voor- en vroegschoolse educatie). VVE policies especially target children of immigrants from disadvantaged families. The emphasis on second language learning at a young age has been embraced by all Dutch governments in power over the past two decades.“

OECD (Hrsg.), „Catching Up? Country Studies on Intergenerational Mobility and Children of Immigrants“ (2018), S. 101

Niederlande: „The general policy is that children of immigrants and children of disadvantaged families attend a separate provision called voorschool three half-days a week (between 10 and 12 hours in total). With few exceptions, in practice this means that in the cities, children of immigrants are placed together in preschool, separately from children of Dutch descent whose first language is Dutch. […] In the voorschool, the preschool especially designed for children from disadvantaged families, much attention is paid to second language learning using specialised methods.“

OECD (Hrsg.), „Catching Up? Country Studies on Intergenerational Mobility and Children of Immigrants“ (2018), S. 102

„Austria, has invested in particular in pre-primary education. The number of teachers in pre-primary education increased by 48 % between 2005 and 2016, outnumbering the 18 % increase in the number of children during the same period. This translates into a 21 % reduction in the number of children per teacher, which is much more than the OECD average (9 %).“

OECD (Hrsg.), „Education at a Glance 2018. Country Note Austria“ (2018), S. 5

Dänemark: „Denmark’s early childhood education and care (ECEC) system is one of the most developed among OECD countries, with 90 % of children already enrolled in ECEC services at the age of 2.“

OECD (Hrsg.), „Education at a Glance 2018. Country Note Denmark“ (2018), S. 1

„The OECD’s Programme for International Student Assessment (PISA) study suggests that 15-year-old students who attended early childhood education for less than one year are 3.1 times more likely than students who attended for one year or more to perform below the baseline level of proficiency in science (this decreases to 2.3 times after accounting for socioeconomic status).“

OECD (Hrsg.), „Engaging Young Children“ (2018), S. 14

„The Programme for International Student Assessment (PISA) and many other studies show that children whose parents engage in activities such as reading, writing words, telling stories and singing songs not only tend to achieve better reading and numeracy skills, but are also more motivated to learn.“

OECD (Hrsg.), „Engaging Young Children“ (2018), S. 23

„Early childhood education and care are critical vehicles for providing more equitable learning environments early on.“
OECD (Hrsg.), „Equity in Education“ (2018), S. 40

„Across the EU, 77 % of all children in immigrant households attend some type of preschool education and care against 81 % among children in native households. […] Finland stands out as the only country where they are in fact more likely – by a full 10 percentage points – to go to preschool than the children of the native-born.“
OECD (Hrsg.), „Settling In 2018“ (2018), S. 186
Anm.: In Österreich sind es in den „immigrant households“ 79,4 % und in den „native households“ 83,6 %. (Quelle: OECD (Hrsg.), „Settling In 2018“ (2018), Figure 7.5.)

„Comparisons of the PISA reading scores of 15-year-old students with immigrant parents and similar socio-economic backgrounds show that those who attended preschool consistently achieve higher scores. Across the EU, the benefit of preschool is 55 points among the native-born children of immigrants – roughly equivalent to 1.5 school years. The corresponding benefit among native-born children of natives is 23 points (half a year of schooling).“
OECD (Hrsg.), „Settling In 2018“ (2018), S. 186

„Children’s early life experiences during sensitive periods of neural plasticity shape the brain structures and functions underlying their cognitive aptitudes. One critical experience is language exposure. Specifically, the language quantity (e.g., number of words) and quality (e.g., sentence complexity, lexical diversity) that young children hear are the foundation of later language and literacy skills and nonverbal capacities, including executive functioning, math ability, and social skills. Children’s language exposure varies substantially in relation to their socioeconomic status (SES).“

Dr. Rachel R. Romeo u. a., „Beyond the 30-Million-Word Gap: Children’s Conversational Exposure Is Associated With Language-Related Brain Function“. In: „Psychological Science“, 2018, Vol. 29(5), S. 700

„Traditional two-parent married family structures are becoming increasingly rare and researchers are finding that non-traditional family structures, such as single-parent or step-parent families, are associated with worse educational outcomes at all ages. Very young children in single-parent households have worse language development than children in traditional two-parent households. Young children in single-parent households are also less likely to attend ECCE. In middle childhood, children who grow up in single-parent households tend to have lower language, reading, and math grades and test scores, as well as lower cognitive ability than their peers who grow up in traditional households. This pattern continues in adolescence, when living in a single-parent household is associated with worse language and math grades and test scores and a greater likelihood of dropping out of secondary education. Young adults from single-parent households are also less likely to enroll in and complete an academic post-secondary degree than young adults from traditional households.“

Dr. Anika Schenck-Fontaine u. a., „Sociodemographic Inequalities in Education over the Life Course: An Interdisciplinary Review“ (2018), S. 10f

„In early childhood, children of less educated parents have worse executive functioning and delayed language development relative to children of highly educated parents. […] Young children of less educated mothers are also less likely to be placed in ECCE, though they benefit more from their ECCE experiences than children of highly educated parents.“

Dr. Anika Schenck-Fontaine u. a., „Sociodemographic Inequalities in Education over the Life Course: An Interdisciplinary Review“ (2018), S. 12

„Maternal employment during a child’s first year of life is associated with lower cognitive test scores in early childhood, as well as lower language and math test scores in primary school.“
Dr. Anika Schenck-Fontaine u. a., „Sociodemographic Inequalities in Education over the Life Course: An Interdisciplinary Review“ (2018), S. 14

„Results from longitudinal research show that strong early learning positively predicts well-being across a range of domains in adulthood, including health, educational attainment and socioeconomic status.“
Dr. Elizabeth A. Shuey u. a., „The Power and Promise of Early Learning“ (2018), S. 11

„In a series of studies examining self-regulation among a sample of United States pre-schoolers from a university community, delay of gratification at age 4 was associated with higher levels of cognitive and self-regulatory competence and coping at age 16, including higher scores on the standardised college entrance exams.“
Dr. Elizabeth A. Shuey u. a., „The Power and Promise of Early Learning“ (2018), S. 29

„Low self-regulation at age 5 in the BCS (Anm.: BCS = British Cohort Study) was linked with a greater likelihood of having a criminal conviction in adolescence or adulthood.“
Dr. Elizabeth A. Shuey u. a., „The Power and Promise of Early Learning“ (2018), S. 33

„Although families have the strongest influence in shaping children’s early learning, ECEC services (Anm.: ECEC = Early Childhood Education and Care) also have incredible potential to support young children.“
Dr. Elizabeth A. Shuey u. a., „The Power and Promise of Early Learning“ (2018), S. 44

„Children who begin attending ECEC at age 3 demonstrate stronger skills in science compared with children who begin ECEC (Anm.: ECEC = Early Childhood Education and Care) much earlier or much later. The pattern of findings is the same when considering reading and maths skills at age 15 as well.“
Dr. Elizabeth A. Shuey u. a., „The Power and Promise of Early Learning“ (2018), S. 54f

„A number of correlational studies suggest that children from lower socioeconomic status families experience particular benefits from participation in ECEC programmes (Anm.: ECEC = Early Childhood Education and Care), relative to their peers from higher socioeconomic status families.“
Dr. Elizabeth A. Shuey u. a., „The Power and Promise of Early Learning“ (2018), S. 56

„Participation in ECEC (Anm.: ECEC = Early Childhood Education and Care) does not close the academic performance gap between advantaged and disadvantaged students, even when accounting for the duration of exposure to ECEC (i.e. age of entry to ECEC): Students from higher socioeconomic status households outperform their peers from lower socioeconomic status households.“
Dr. Elizabeth A. Shuey u. a., „The Power and Promise of Early Learning“ (2018), S. 56

„PISA results show that the gains in science proficiency at age 15 from beginning ECEC (Anm.: ECEC = Early Childhood Education and Care) at age 3 versus age 5 are greater for children of immigrants compared with children of non-immigrants.“
Dr. Elizabeth A. Shuey u. a., „The Power and Promise of Early Learning“ (2018), S. 57

„Gaps in children’s readiness to learn manifest themselves early. If unaddressed, they can affect children’s cognitive and noncognitive skills over the long term.“

World Bank Group (Hrsg.), „Growing Smarter“ (2018), S. 20

„PISA results suggest that the countries with low early reading ability also have low functional literacy (conceptualized as the inability to comprehend the main message in grade-appropriate texts in late primary school). If students do not learn to read fluently in the early grades, there is little hope that they will develop the skills to succeed on tests like PISA or, more important, in a professional workplace.“

World Bank Group (Hrsg.), „Growing Smarter“ (2018), S. 21

„If children enter primary school without the requisite language skills, such as recognizing sounds and letters, they will quickly fall behind, leading to life-long gaps in achievement. Unfamiliarity with numbers can cause primary school students to fall behind in their first year of primary school, with a magnifying effect as they progress through grades.“

World Bank Group (Hrsg.), „Growing Smarter“ (2018), S. 166

„In Singapore, students take screening tests at the beginning of grade 1, and those who are behind in reading receive additional support daily.“

The World Bank (Hrsg.), „Learning to Realize Education's Promise“ (2018), S. 134

„Machen sich Kindergartenkinder beim gemeinsamen Lesen mit Buchstaben vertraut, profitieren sie davon langfristig. Sie lernen auf diese Weise die Rolle von Buchstaben, was als wichtige Voraussetzung zum späteren Lesen- und Schreibenlernen gesehen wird, wie Psychologen der Technischen Universität Kaiserslautern im Fachmagazin «Frontiers in Psychology» berichten.“

www.news4teachers.de am 23. März 2017

„Parents who invest time reading to their children are likely to have children with more extensive vocabularies. Similarly, a secure attachment in infancy enhances social, cognitive and emotional skills in later life.“
Social Mobility Commission (Hrsg.), „Helping Parents to Parent“, 20. Februar 2017, S. 11

„Reviews of studies show that early language development in children is significantly impacted upon by the quality of attachment. Securely attached children tend to show more motivation in learning and are more receptive.“
Social Mobility Commission (Hrsg.), „Helping Parents to Parent“, 20. Februar 2017, S. 12

„Parents’ engagement with children, such as reading, writing and numeracy at home, story-telling, nursery rhymes and poems, and actively being involved in other learning activities, as well as children’s access to learning materials and resources at home, positively impacts upon children’s later academic achievement.“
Social Mobility Commission (Hrsg.), „Helping Parents to Parent“, 20. Februar 2017, S. 13f

„Psychologists suggest that the most crucial aspect of a child’s language development and cognitive development is the interaction between adult (parent) and child. Therefore, the quality of parent-child interactions may be critical to the development of the social-emotional and cognitive development of a child. This can be accomplished at home through conversation, positive and warm interactions between parents and child, emerging literacy skills and school readiness. […] Furthermore, parent-child interactions that are marked with mutual expressions of emotions such as shared laughter, smiling, and affectionate touch can also improve the quality of the relationship between parent and child and promote a secure attachment.“
Social Mobility Commission (Hrsg.), „Helping Parents to Parent“, 20. Februar 2017, S. 15

„Forschungen in der Neurowissenschaft haben offen gelegt, dass die Empfindlichkeit wichtiger Areale im Gehirn, wie Bereiche der emotionalen Kontrolle, Sozialverhalten und sprachliche sowie rechnerische Fähigkeiten in den ersten drei Jahren ihren Höhepunkt erreichen.“

Institut der deutschen Wirtschaft Köln (Hrsg.), „Bildungsmonitor 2017“ (2017), S. 37

PISA: „Schüler, die angaben, dass sie über einen Zeitraum von 2 bis 3 Jahren an Angeboten des Elementarbereichs teilgenommen hatten, schnitten selbst unter Berücksichtigung des sozioökonomischen Hintergrunds besser ab als Kinder, die nur über einen Zeitraum von 1 bis 2 Jahren teilgenommen hatten. Dieser Effekt ist jedoch bei einem Vergleich der Ergebnisse von Kindern mit einer Bildungsbeteiligung am Elementarbereich von 3 bis 4 Jahren und von 2 bis 3 Jahren nicht zu beobachten.“

OECD (Hrsg.), „Bildung auf einen Blick 2017“ (2017), S. 326

„Von jenen Kindern, für die Deutsch als Erstsprache angegeben wurde, hatten nur rund 14 % Förderbedarf. Unter jenen Kindern, für die eine andere Erstsprache angegeben wurde, benötigten hingegen rund 67 % zusätzliche Fördermaßnahmen.“

ÖIF (Hrsg.), „migration & integration. zahlen.daten.indikatoren“ (2017), S. 44

„2015 stammte fast ein Drittel (31 %) der Kinder in Kinderbetreuungseinrichtungen aus nichtdeutschsprachigen Familien.“

ÖIF (Hrsg.), „Kinder & Jugend. Statistiken zu Migration & Integartion 2016“ (2017), S. 8

„Für das Fach Mathematik beispielsweise konnte die bedeutende Rolle der sprachlichen Kompetenzen in verschiedenen Längsschnittstudien gezeigt werden. So zeigte sich etwa, dass bereits die sprachlichen Kompetenzen von 7-jährigen Kindern eine Vorhersage der Schulnoten erlauben, die sie drei Jahre später erhalten – und zwar nicht nur im Fach Deutsch, sondern auch in Mathematik und Sachkunde.“

Univ.-Prof. Dr. Miriam Vock u. a., „Umgang mit Heterogenität in Schule und Unterricht“ (2017), S. 21

„Die 2008 durchgeführte Sprachstandsbeobachtung bei 4½- bis 5½-Jährigen Kindern ergab für Kinder mit nicht-deutscher Muttersprache einen viel höheren Förderbedarf (58 %) als bei deutschsprachigen Kindern (10 %).“

Migrationsrat für Österreich (Hrsg.), „Bericht des Migrationsrats“ (2017), S. 37

„Eine gute Ausbildung braucht ein gutes Fundament. Daher muss Bildung bereits im Elementarbereich beginnen. Dies gilt umso mehr für die sozioökonomisch schwächsten Glieder der Gesellschaft. Vorschulische Sprachförderung in Deutsch hilft Befähigungsunterschiede aufgrund der Herkunft auszugleichen.“

Migrationsrat für Österreich (Hrsg.), „Bericht des Migrationsrats“ (2017), Einlage „Bildung und Forschung“

„Children who have a solid grounding in early developing skills are in a better position to gain from instruction that is focused on more advanced skills. Learning letter words and sounds supports the development of vocabulary and the capacity to share well-formed narratives, while learning to count supports children’s understanding of mathematical concepts such as cardinality, relative size, and problem-solving (calculating, measuring) skills.“
Dr. Margaret R. Burchinal, „The Current State of Scientific Knowledge on Pre-Kindergarten Effects“ (2017), S. 23

„Pre-k programs are likely to generate larger benefits for economically disadvantaged children than for their more advantaged peers.“
Dr. Margaret R. Burchinal, „The Current State of Scientific Knowledge on Pre-Kindergarten Effects“ (2017), S. 35

„Parents of pre-school children in San Francisco received three informational text message reminders per week with simple information about key components of early childhood learning and practical tips for initiatives they could implement at home to support their child’s learning. The programme significantly increased home literacy activities and parental involvement as well as some aspects of student learning.“

Univ.-Prof. Dr. Mette Trier Damgaard u. a., „The use of nudges and other behavioural approaches in education“ (2017), S. 22

„Even after controlling for other student characteristics such as socio-economic status, gender, immigrant background, language spoken at home, family structure, location of student’s school (rural area, town or city), grade repetition and programme orientation (vocational or general), the likelihood of low performance in mathematics for a student with no pre-primary education is almost double (1.9 times) that of a student who attended more than a year of pre-primary education.“

OECD (Hrsg.), „Educational Opportunity for All“ (2017), S. 55

„Singaporean schools offer a programme called Learning Support for Maths (LSM), for students who do not have the basic numeracy skills and knowledge needed to follow the mathematics curriculum at school. Selected students who are identified through a diagnostic test at the beginning of the first grade have extra classes with a specialist teacher for four to eight sessions per week.“

OECD (Hrsg.), „Educational Opportunity for All“ (2017), S. 85

„Parents are students’ first teachers, and 39 percent of the students had parents who reported often engaging their children in early literacy activities such as reading, talking, or singing to them as well as telling them stories and teaching them to write alphabet letters. These students had higher reading achievement than students whose parents engaged them less frequently in early literacy activities.“

IEA (Hrsg.), „PIRLS 2016. International Results in Reading“ (2017), Einleitung S. X

„Students whose parents reported a greater enjoyment of reading had higher achievement than students with parents who liked reading less or disliked reading.“

IEA (Hrsg.), „PIRLS 2016. International Results in Reading“ (2017), S. 145

„By the age of three, children with high SES (Anm.: SES = Socioeconomic status) know many more words than children with low SES. […] Three-year-old children from low SES families may hear up to 30 million fewer words than their high SES counterparts. They also found that 86-98 % of the words used by three-year-old children were derived from their parents’ vocabularies.“

OECD (Hrsg.), „Educational Opportunity for All“ (2017), S. 63

„Studies indicate that the gap in mathematics performance among children from different backgrounds appears at as early as 3 years old. Evidence shows that children from disadvantaged backgrounds can keep pace with their peers if they receive targeted intervention early on numeracy.“

OECD (Hrsg.), „Educational Opportunity for All“ (2017), S. 67

„The Progress in International Reading Literacy Study (PIRLS) has demonstrated a positive relationship between early literacy activities at home and reading performance at the age of ten. The study found that children whose parents read, sang and played with alphabet toys with them on a daily basis had much higher reading performances than their peers who had minimum parental engagement in reading.“

OECD (Hrsg.), „Educational Opportunity for All“ (2017), S. 69

„Reading stories to younger children has been shown to encourage and improve literacy development. Fifteen-year-olds who reported their experience in daily interacting with their parents through reading, singing or playing word games when they were of pre-primary school age scored higher on the PISA reading test on average across OECD countries than their peers who did not have such experiences“

OECD (Hrsg.), „Educational Opportunity for All“ (2017), S. 93

„Early childhood and primary education play an essential role in tackling inequalities and raising proficiency in basic competences.“

Eurostat (Hrsg.), „Eurostat regional yearbook 2017“ (2017), S. 76

„The first years of a person’s life matter tremendously as they lay the foundations for future skill development and positive adult outcomes. Parents play a central nurturing and educational role in their children’s lives, particularly in early childhood.“

OECD (Hrsg.), „OECD Skills Strategy Diagnostic Report Netherlands 2017“ (2017), S. 69

„Research confirms that by the age of 3, children from low-income homes hear 30 million less words than children from more affluent families. Research has even revealed that the gap begins as early as 18 months of age.“

Sophia Shing u. a., „Mobile Technology Bridges the 30 Million Word Gap“. In: „Journal of Education at Practice“, Vol. 8, Nr. 9, 2017, S. 64

„Research in neuroscience shows that the brain sensitivity of highly important developmental areas – such as language and numeracy, social skills and emotional control – peaks in the first three years of life.“

OECD (Hrsg.), „Starting Strong V“ (2017), S. 18

„Children who enter school at higher levels of readiness have higher earnings throughout their lives. They are also healthier and less likely to become involved with the criminal justice system.“

Sophia Shing u. a., „Mobile Technology Bridges the 30 Million Word Gap“. In: „Journal of Education at Practice“, Vo8, Nr. 9, 2017, S. 64

„Early education must be high quality to have a positive impact, with some evidence that poor quality provision can even have negative effects.“

Univ.-Prof. Dr. Kitty Stewart u. a., „Closing Gaps Early: The Role of Early Years Policy in Promoting Social Mobility in England“ (2017), S. 15

„We recognise that early education and childcare can have multiple goals but from the perspective of narrowing gaps in child development and promoting social mobility, quality must be primary. For that reason, measures to improve quality of provision should be the key priority in this area.“

Univ.-Prof. Dr. Kitty Stewart u. a., „Closing Gaps Early: The Role of Early Years Policy in Promoting Social Mobility in England“ (2017), S. 37

„Aus Studien ist […] bekannt, dass wir bis zum Schuleintritt mit einem Unterschied von 30 Millionen gehörten Wörtern bei Kindern aus bildungsnahen Milieus im Vergleich zu Kindern aus bildungsfernen Milieus haben. Allein dadurch […], dass Eltern einen anderen Bildungsabschluss haben, sprechen sie mehr mit ihren Kindern, und die wiederum bekommen eine größere Variante von Wörtern mit. Dass der Bildungserfolg vom sozioökonomischen Status der Eltern abhängt, ist somit Naturgesetz.“

Univ.-Prof. Dr. Klaus Zierer, in Hanns Seidel Stifung (Hrsg.), „Akademikerschwemme versus Fachkräftemangel“ (2016), S. 101f

„Viele Studien zeigen, dass die frühkindliche Bildung eine herausragende Bedeutung für spätere Bildungsperspektiven hat. Kinder aus Familien mit einem niedrigen sozio-ökonomischen Status oder mit Migrationshintergrund profitieren dabei in besonderem Maße von vorschulischer Bildung.“

Dr. Christina Anger u. a., „Bildungsgerechtigkeit in Deutschland - Eine Analyse der Entwicklung seit dem Jahr 2000“ (2016), S. 32

„Zwischen dem Lebensalter und der Fähigkeit, eine Sprache zu erlernen, besteht in der Regel ein negativer Zusammenhang. Entsprechend wichtig – und politisch anerkannt – ist die Bedeutung frühkindlicher Sprachförderung. Eine Schlüsselrolle nimmt dabei der Kindergarten ein.“

Sachverständigenrat deutscher Stiftungen (Hrsg.), „Fünf Jahre Integrationspolitik in Österreich“ (2016), S. 10

„Children’s literacy learning starts well before formal schooling, and studies have shown that children are sensitive to speech even prenatally. Parents and primary caregivers […] are highly influential in a child’s early learning as parent-child interactions are frequent and ongoing. Indeed, research shows that the home literacy environment (HLE) is the context in which children first acquire the language and literacy skills that equip them to make sense of, describe, and participate in the world.“

Dr. Frank Niklas u. a., „The Sooner, the Better: Early Reading to Children“ (2016), S. 1

„The multifaceted HLE (Anm.: home literacy environment) incorporates various literacyrelated activities such as parental reading behavior, library visits, teaching of letters and sounds, and owning books at home. However, reading to children is a core element of the HLE.“

Dr. Frank Niklas u. a., „The Sooner, the Better: Early Reading to Children“ (2016), S. 1f

„Although it is unlikely to make much difference whether parents start reading to children at the age of two or four months, our findings indicate that reading aloud to a child before the child reaches the age of six months appears to be advantageous to the child’s linguistic development. Research shows that children are sensitive to language even prenatally, yet in the first few months after a child is born, general language experiences are more likely to make a difference than reading aloud.“

Dr. Frank Niklas u. a., „The Sooner, the Better: Early Reading to Children“ (2016), S. 8

„In addition to the frequency the child is read to at home, the onset of reading, and the quality of the book reading itself also matter. For instance, dialogic reading strategies have been shown to support children’s literacy learning: the reader interacts with the child, asks questions, points out words and sounds, encourages remarks given by the child, and expands on the text.“

Dr. Frank Niklas u. a., „Intervention in the home literacy environment and kindergarten children’s vocabulary and phonological awareness“. In: „First Language“ (2017), Vol. 37(5), S. 434

„Nurturing early childhood care and education are fundamental to quality basic education and serve as a foundation for equity. Significant disparities in early learning experiences for low-income children can set the stage for achievement gaps that persist through years of school and lead to a lifetime of missed opportunities, inequities, and even health challenges. Increasing access to quality early childhood care and education is considered an effective “equalizer”

Gillian Huebner u. a., „Beyond Survival: The Case for Investing in Young Children Globally“ (2016), S. 14

„Studies show that the returns on investments in early childhood care and education are highest among poorer children, for whom these programs may serve as a stepping stone out of poverty or exclusion.“

Gillian Huebner u. a., „Beyond Survival: The Case for Investing in Young Children Globally“ (2016), S. 14

„Parents with higher education tend to interact more verbally with their child; they use more abstract words, more complex syntax and invite their child more often into decontextualized discourse, book-sharing and dialogical reading. Such language practices mirror the language of books and school and foster good literacy skills.“

Univ.-Prof. Dr. Kajsa Yang Hansen u. a., „Determinants of country differences in effects of parental education on children’s academic achievement“ (2016), S. 3

„Immigrant students who reported that they had attended pre-primary education programmes score 49 points higher on the OECD Programme for International Student Assessment (PISA) reading test than immigrant students who reported that they had not participated in such programmes.“

OECD (Hrsg.), „Education at a Glance 2016“ (2016), S. 29

49 PISA-Punkte entsprechen einem Lernvorsprung von etwa eineinviertel Jahren!

„Long before a child enters the classroom, inequities can create a lasting imprint on the architecture of the brain. […] In the first few years of life, a child’s brain creates 700 to 1,000 new neural connections every second, a pace that later diminishes.“

UNICEF (Hrsg.), „A fair chance for every child“ (2016), S. 50

„Conversation, repeating and connecting words in meaningful contexts, and early exposure to literacy through reading and play are all positively associated with language skills.“

UNICEF (Hrsg.), „A fair chance for every child“ (2016), S. 50

„Negative experiences in a child’s life often manifest themselves later as difficulties with learning, emotional development and management of anxieties.“

UNICEF (Hrsg.), „A fair chance for every child“ (2016), S. 50

Finnland: „Participation in early childhood education and care in Finland has traditionally been lower than in other EU countries.“

EU-Kommission (Hrsg.), „Education and Training Monitor 2016 – Country analysis“ (2016), S. 90

„Entering kindergarten with some rudimentary academic skills (e.g. reading or identifying most part of letters) is a good predictor of early literacy and reading comprehension.“

Dr. Tommaso Agasisti u. a., „The determinants of repetition rates in Europe“. In: „Journal of Policy Modeling“ (2016), S. 4

„The probability of repeating one or more years is connected with academic skills acquired before starting primary school level.“

Dr. Tommaso Agasisti u. a., „The determinants of repetition rates in Europe“. In: „Journal of Policy Modeling“ (2016), S. 15

„In Belgium (Flemish Community), ECEC centres for children younger than 3 years must provide a language policy that covers measures to support the acquisition of Dutch and devotes attention to languages spoken at home.“

EU-Kommission (Hrsg.), „Structural Indicators for Monitoring Education and Training Systems in Europe – 2016“ (2016), S. 23

„In Flanders (Belgium), Turkish children are forbidden to speak their mother tongue, and punished for speaking Turkish with their peers; this is a common practice in many Flemish schools.“

Univ.-Prof. Dr. Orhan Agirdag u. a., „Does more exposure to the language of instruction lead to higher academic achievement?“ in „International Journal of Bilingualism“ (2016), S. 3

„Many of the inequalities observed in school systems are already present when students first enter formal schooling and persist as students progress through education.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 218

„In Estonia and Denmark the enrollment level of children from low-income families exceeds the enrollment level of children in the total population.“

IEA (Hrsg.), „Early Childhood Policies and Systems in Eight Countries“ (2016), S. 66ff

„In Estonia, there is a particular focus on early intervention for children whose home language differs from the national language. It is reported that, in 50 % of ECE settings, specialist professional staff are provided to support the targeted groups with speech and language therapists and 'special' pedagogues.“

IEA (Hrsg.), „Early Childhood Policies and Systems in Eight Countries“ (2016), S. 79

„A growing body of evidence from neurobiology, developmental psychology and economics emphasises the early years of childhood as a cornerstone for later outcomes. The experiences and environment in the first three to five years of a child’s life are critical in shaping the brain architecture that underpins future development.“

UNICEF (Hrsg.), „Poverty and Children’s Cognitive Trajectories: Evidence from the United Kingdom Millennium Cohort Study“ (2016), S. 8

„In Denmark and Estonia, where there is publicly-funded universal ECE (Anm.: Early Childhood Education), the enrollment level of these children is very high: in Denmark, 91 % for ECED (Anm.: Early Childhood Education für die ersten drei Lebensjahre) and 97 % for PPE (Anm.: Pre-Primary education zwischen dem 3. Geburtstag und dem Schuleintritt) and, in Estonia, 100 % for both.“

IEA (Hrsg.), „Early Childhood Policies and Systems in Eight Countries“ (2016), S. 68

„Our tests show that developmental delays at the age of 9 months (especially in gross motor function) are significantly correlated with SEN (Anm.: SEN = special educational needs) status at age 7.“

UNICEF (Hrsg.), „Poverty and Children’s Cognitive Trajectories: Evidence from the United Kingdom Millennium Cohort Study“ (2016), S. 17

„The "winning formula" consists of combining education of the young child in a formal setting with support for parents.“

IEA (Hrsg.), „Early Childhood Policies and Systems in Eight Countries“ (2016), S. 115

„Reading for pleasure and reading enjoyment are widely viewed as prerequisites to reading achievement and other academic and nonacademic outcomes, such as achievement in other subjects, better communication skills, reduced depressive symptoms, and increased creativity. With all of these reported benefits, especially those related to academic achievement, a focus of education policy has routinely been to find ways to motivate children to read from an early age.“

IEA (Hrsg.), „Policy Brief 9“ (Dezember 2015), S. 2

„From an early age, a significant contributor to children’s motivation to read and reading achievement is their parents’ attitudes and behaviors toward reading. For example, studies have shown that parents’ enjoyment of reading and their reading for pleasure are related to children’s motivation to read, children’s own recreational reading, and children’s reading achievement.“

IEA (Hrsg.), „Policy Brief 9“ (Dezember 2015), S. 2

„Mittelschichtseltern sprechen mehr mit ihren Kindern als Unterschichtseltern – und sie sprechen auf andere Weise mit ihnen. Eine ‚Wortlücke‘ von 30 Millionen Worten, die zu einem Vierjährigen aus prekären Verhältnissen nicht gesagt wurden, ermittelten die Kinderpsychologen Betty Hart und Todd Risley von der Universität Kansas in den 80er-Jahren.“

Die Welt online am 7. April 2015

Kids & Family Reading Report 2015: „According to the report, 41 percent of frequent readers ages 6 to 10 were read aloud to at home, while only 13 percent of infrequent readers were being read to.“

New York Times online am 8. Jänner 2015

„Zusammenfassend lässt sich sagen, dass anregungsreichere familiäre Lernumwelten, in denen z. B. häufiger vorgelesen und gelesen, Lesen und Schreiben gelehrt und eher weniger ferngesehen wird und die auch eine größere Bücher- und Kinderbücheranzahl aufweisen, zu besseren schriftsprachlichen Leistungen bei den in diesen Lernumwelten lebenden Kindern beitragen.“

Dr. Frank Niklas, „Die familiäre Lernumwelt und ihre Bedeutung für die kindliche Kompetenzentwicklung“. In: „Psychologie in Erziehung und Unterricht“, 2015, 62, S. 114f

„Unter Kindern mit vergleichbarem sozioökonomischem Hintergrund erzielen jene, die in ihrem gegenwärtigen Aufenthaltsland im OECD-Raum an vorschulischer Bildung teilgenommen haben, im Alter von 15 Jahren bessere Leistungen im Bereich Lesekompetenz als Kinder ohne eine entsprechende Vorschulbildung. Der Leistungsabstand zwischen diesen beiden Gruppen beträgt 75 Punkte, was ungefähr zwei Schuljahren entspricht.“

OECD (Hrsg.), „Integration von Zuwanderern: Indikatoren 2015“ (2015), S. 246

„Das Vorschulalter ist auch die Zeit, in der Kinder am ehesten Strategien lernen, die ihnen helfen können, Stress zu bewältigen und kognitive Kompetenzen zu entwickeln, die für den schulischen Erfolg unerlässlich sind.“

Univ.-Prof. Dr. Walter Mischel, „Der Marshmallow Test. Willensstärke, Belohnungsaufschub und die Entwicklung der Persönlichkeit“ (2015), S. 316

Niederlande: „Bereits im Alter von vier Jahren besuchen 98 Prozent aller Kinder eine Grundschule, in der sie schrittweise und meist spielerisch an Buchstaben, Zahlen und andere grundlegende Unterrichtsinhalte herangeführt werden.“

Sachverständigenrat deutscher Stiftungen für Integration und Migration (Hrsg.), „Unter Einwanderungsländern: Deutschland im internationalen Vergleich“ (2015), S. 85

„When preschool-age children are exposed to book reading, they develop the understanding of vocabulary that is not commonly used in daily oral interactions. This oral comprehension will assist them in comprehending what they will read by themselves later. […] When parents engage in shared reading with their kindergarten children, they informally teach them vocabulary words because interactions during storybook reading revolve around discussing the meaning of print. […] Reading frequently to preschool children in the home, in particular, can contribute to give them the skills they need to be successful in school.“

Dr. Luisa Araújo u. a., „Home book reading and reading achievement in EU countries“. In: „Educational Research and Evaluation“, 2015, Vol. 21, S. 424

„More than twice as many mothers with a university degree read aloud to their children than mothers who do not complete secondary education. Moreover, the former have been found to read to their children using an interactive style that involves the children in the reading, and they also ask more “why” questions.“

Dr. Luisa Araújo u. a., „Home book reading and reading achievement in EU countries“. In: „Educational Research and Evaluation“, 2015, Vol. 21, S. 425

„In all countries, parents with a high education level report that they read to their children more often than parents from a low education level.“

Dr. Luisa Araújo u. a., „Home book reading and reading achievement in EU countries“. In: „Educational Research and Evaluation“, 2015, Vol. 21, S. 427

„This analysis for European countries suggests that high frequency of shared book reading before the beginning of primary education is related to higher student achievement, both for children from high and from low parental education backgrounds.“

Dr. Luisa Araújo u. a., „Home book reading and reading achievement in EU countries“. In: „Educational Research and Evaluation“, 2015, Vol. 21, S. 431

„Several home intervention studies have shown that programmes that teach parents dialogic reading strategies reduce the literacy underachieving of children from low-SES backgrounds. Interactive reading that encourages a dialogue whereby children are prompted to respond to the information presented and the adult expands and rephrases what the child has said has been shown to reduce children’s risk of school failure.“

Dr. Luisa Araújo u. a., „Home book reading and reading achievement in EU countries“. In: „Educational Research and Evaluation“, 2015, Vol. 21, S. 431

„Ability gaps across individuals and between socio-economic groups open up at early ages, for both cognitive and socio-emotional skills. Cognitive abilities become stable around the age of ten, suggesting that environmental conditions below this age are important and that early policy interventions pay off more than later interventions.“

Univ.-Prof. Dr. Giorgio Brunello, „Books are Forever: Early Life Conditions, Education and Lifetime Earnings in Europe“. In: „The Economic Journal“ 127 (2015), S. 287

„Children’s experiences prior to the start of primary school clearly play a large role in their futures. This insight has led to an emphasis on pre-kindergarten programs for disadvantaged children.“

Univ.-Prof. Dr. Susan E. Mayer u. a., „Using behavioral insights to increase parental engagement“ (2015), S. 4

„An additional year of daily mother–child reading would increase children’s reading test scores in the early school grades by 41 percent of a standard deviation on average. […] Substantial numbers of parents do not read to their children on a regular basis. In 2007, 16 % of all parents of a child aged 3-5 years and 29 % of parents living below the poverty line reported that neither they nor other family members read to their children at least three times per week. This represents an increase since 2001 when the number was 26 % of poor parents. In addition, the gap in the amount of time that parents spend with their children overall and in educationally relevant activities has widened over the last 20 years because the rate at which highly educated mothers have increased amount of time in they spend in educational activities with their children has exceeded the rate at which mothers with less education increased such time with their children.“

Univ.-Prof. Dr. Susan E. Mayer u. a., „Using behavioral insights to increase parental engagement“ (2015), S. 5

„30 Prozent der Kinder wurde, als sie noch klein waren und noch nicht lesen konnten, von ihren Eltern nicht einmal „einmal in der Woche“ vorgelesen, der Hälfte von ihnen sogar „nie“.

Stiftung Lesen (Hrsg.), „Vorlesen – Investition in Mitgefühl und solidarisches Handeln“ (2015), S. 10

„Kinder kommen mit Erfahrungs- und Entwicklungsunterschieden von drei bis vier Jahren in die Schule. Was kann da ein gleicher Unterricht für alle bewirken, wie er heute noch in vielen Schulen üblich ist – und durch die Standardisierung eher wieder zunehmen wird?“ Univ.-Prof. Dr. Hans Brügelmann, „Vermessene Schulen – standardisierte Schüler“ (2015), S. 49

„Kinder mit türkischem MH (Anm.: MH=Migrationshintergrund) profitieren in ihren produktiven Wortschatzkenntnissen deutlich stärker von einem frühen Eintritt in die KiTa als Kinder ohne MH. […] Inwiefern Kinder dabei in Kontakt mit der deutschen Sprache kommen, ist allerdings vom Migrantenanteil in der Einrichtung abhängig; ist dieser groß, fallen die Zuwächse in den Deutschkenntnissen von Kindern mit MH geringer aus.“

Univ.-Prof. Dr. Ilona Relikowski u. a., „Rezeptive Wortschatz- und Grammatikkompetenzen von Fünfjährigen mit und ohne Migrationshintergrund“. In: „Frühe Bildung“ 2015, 4(3), S. 136

„86 Prozent der Kinder, denen täglich vorgelesen wurde, meinen, dass sie sich schnell Dinge merken können – aber nur 45 Prozent derjenigen, denen selten bzw. nie vorgelesen wurde.“

Stiftung Lesen (Hrsg.), „Vorlesen – Investition in Mitgefühl und solidarisches Handeln“ (2015), S. 20

„Vorlesen leistet einen wichtigen Beitrag zur emotionalen Stärke und zur sozialen Kompetenz. 90 Prozent der Kinder, denen täglich vorgelesen wurde, nehmen sich als Vertrauenspersonen ihrer Mitschüler/innen wahr, aber nur 51 Prozent derjenigen, denen selten oder nie vorgelesen wurde.“

Stiftung Lesen (Hrsg.), „Vorlesen – Investition in Mitgefühl und solidarisches Handeln“ (2015), S. 29

„Zwischen dem Vorlesen in der Familie und der persönlichen Entwicklung von Kindern sowie ihrem (pro-) sozialen Verhalten besteht ein enger positiver Zusammenhang. Kinder, deren Eltern ihnen vorgelesen haben, besitzen besonders gute Voraussetzungen für Bildungsfähigkeit und gute kognitive Leistungen.“

Stiftung Lesen (Hrsg.), „Vorlesen – Investition in Mitgefühl und solidarisches Handeln“ (2015), S. 37

„Vorlesen stärkt Kinder in ihrer persönlichen Entwicklung. 93 Prozent der Kinder, denen täglich vorgelesen wurde, werden als fröhlich beschrieben, 75 Prozent als selbstbewusst. Dies gilt für Kinder, denen selten oder nie vorgelesen wurde, nur in 59 bzw. 44 Prozent der Fälle.“

Stiftung Lesen (Hrsg.), „Vorlesen – Investition in Mitgefühl und solidarisches Handeln“ (2015), S. 40

„Vorlesen stärkt soziale Beziehungen. 40 Prozent der Kinder, denen täglich vorgelesen wurde, zeigen sich im Alltag besonders darum bemüht, andere in die Gemeinschaft zu integrieren. Dies gilt nur für 17 Prozent der Kinder, denen selten oder nie vorgelesen wurde.“

Stiftung Lesen (Hrsg.), „Vorlesen – Investition in Mitgefühl und solidarisches Handeln“ (2015), S. 42

„Vorlesen stärkt gesellschaftliches Miteinander. 85 Prozent der Kinder, denen täglich vorgelesen wurde, besitzen nach Aussage ihrer Mütter einen ausgeprägten Gerechtigkeitssinn, aber nur 40 Prozent derjenigen, denen selten oder nie vorgelesen wurde.“

Stiftung Lesen (Hrsg.), „Vorlesen – Investition in Mitgefühl und solidarisches Handeln“ (2015), S. 44

„Weinert und Helmke konnten in der SCHOLASTIK-Grundschulstudie zeigen, dass Kinder ihren Leistungsrückstand zu Beginn der Grundschulzeit während der Grundschulzeit nicht mehr aufholen konnten, d. h. Leistungspositionen bleiben im Grundschulalter relativ stabil, weshalb die mathematische Frühförderung im Elternhaus und/oder auch die externe Frühförderung, z. B. in Kindergärten, wesentlich für die Leistungsentwicklung ist.“

BIFIE (Hrsg.), „PIRLS & TIMSS 2011“ (2015), S. 87

USA: „According to one national study, 72 percent of middle-class children know the alphabet when starting school, as opposed to only 19 percent of poor children.“ (S. 116)

Univ.-Prof. Dr. Robert Putnam, „Our Kids: The American Dream in Crisis“ (2015), S. 116

USA: „Class-based disparities in cognitive, emotional, and social capabilities emerge at very early ages and remain stable over the life course, which implies that, whatever the causal factors, those factors operate most strongly in the preschool years.“

Univ.-Prof. Dr. Robert Putnam, „Our Kids: The American Dream in Crisis“ (2015), S. 117

„Good day care makes less difference to child development than good parenting – but, on average, children of more educated parents get more of both.“

Univ.-Prof. Dr. Robert Putnam, „Our Kids: The American Dream in Crisis“ (2015), S. 129

„A number of longitudinal studies have shown that early cognitive ability influences later educational outcomes, with evidence to suggest that assessments of ability at 22 and 42 months predict educational outcomes at age 26 years.“

Dr. Stacey Fox, „Better Systems, Better Chances“ (2015), S. 265

„Among children of comparable socio-economic backgrounds, those who attend preschool in their current OECD host country obtain better reading literacy results at 15 years old than those who do not.“

OECD (Hrsg.), „Indicators of Immigrant Integration 2015 - Settling In“ (2015), S. 240

„A child’s early years matter tremendously in the development of skills, as they lay the foundations for future skill development. […] During these years, family is of crucial importance and the patterns of interaction between parents and children have significant impacts on cognitive, social and emotional skills.“

Hiroko Ikesako u. a., „Fostering social and emotional skills through families, schools and communities“ (2015), S. 14

Niederlande: „Children from a disadvantaged background aged 2½ to 4 are offered support through targeted early childhood education programs (voorschoolse educatie), which reach around 45 000 children.“

EU-Kommission (Hrsg.), „Early Childhood Education and Care Systems in Europe“ (2015), S. 31

„Children in Estonia begin school at 7, but even before this there is competitive entry into childcare provision which often includes in-depth education in foreign languages and sciences.“

Jacobs Stiftung (Hrsg.), „Children’s views on their lives and well-being in 15 countries“ (2015), S. 75

„Early childhood education is particularly beneficial for students with an immigrant background. Among 15-year-old immigrant students who arrived in their OECD host country before the age of 6, the gap in performance between those who had attended pre-primary education and those who had not is equivalent to around two years of schooling.“

OECD (Hrsg.), „Education at a Glance 2015: OECD Indicators“ (2015), S. 322

„Denmark, for example, introduced a mandatory assessment of language development for all 3-year-olds that aims to diagnose possible language problems before children start school.“

OECD (Hrsg.), „Immigrant Students at School“ (2015), S. 86

„Analysis of PISA data shows that children whose parents engage in reading, writing words, telling stories and singing songs not only tend to score better in reading literacy but are also more motivated to learn.“

OECD (Hrsg.), „Skills for Social Progress“ (2015), S. 82

„The importance of responsive face-to-face parent-child interactions in the development of language, cognitive, and self-regulation abilities during early childhood is undisputed. These crucial daily interactions can be disrupted through family use of media. For example, adults utter fewer words, respond to fewer bids for attention, and have lower-quality interactions with the children in their care when a television (TV) is on in the room with them. As screens become more portable and instantly accessible through the widespread use of mobile devices (e.g., smartphones and tablet computers), the potential for interruption of family interactions by media is heightened.“

Dr. Jenny Radesky u. a., „Maternal mobile device use during a structured parent-child interaction task“. In: „Academic Pediatrics“ (2015), 15(2)

USA: „In about 15 years we’ve moved from virtually no preschoolers being able to add and subtract to the goal of all four-year-olds being able to do so.“

Univ.-Prof. Dr. Drew H. Bailey, „What’s the Point of Teaching Math in Preschool?“, www.brookings.edu am 13. November 2014

„There are strong empirical relations between children’s school-entry math achievement and their math achievement many years later.“

Dr. Drew H. Bailey, „What’s the Point of Teaching Math in Preschool?“, www.brookings.edu am 13. November 2014

„The gap in pre-primary attendance rates between socio-economically advantaged and disadvantaged pupils is growing.“

OECD (Hrsg.), „PISA in Focus 40“ (Juni 2014), S. 1

„PISA consistently finds that 15-year-old students who had attended pre-primary education tend to perform better than those who had not attended pre-primary education, even after accounting for the students’ socio-economic status.“

OECD (Hrsg.), „PISA in Focus“, Nr. 40, Juni 2014, S. 2

„In 2012, an average of 67 % of disadvantaged students had attended pre‑primary education for more than one year, while 82% of advantaged students had done so.“

OECD (Hrsg.), „PISA in Focus“, Nr. 40, Juni 2014, S. 3

„Die ersten 5 Lebensjahre sind von entscheidender Bedeutung für die Entwicklung und Sozialisierung eines Kindes. Finden in dieser Zeit soziale Integration und Entwicklungsförderung nicht oder nur ungenügend statt, fehlen dem Kind wichtige Grundkompetenzen, die es in der Schule im schlimmsten Fall während der gesamten Schulzeit nicht mehr aufholen kann.“

Univ.-Prof. Dr. Remo Largo, „Schule endlich beim Kind angekommen“ in Wyss (Hrsg.), „Von der Krippe zum Gymnasium“ (2014)

„Aus den wissenschaftlichen Befunden ist abzuleiten, dass insbesondere die Förderung vor Schuleintritt und in den ersten Schuljahren die beste Grundlage für eine erfolgreiche Entwicklung und Integration liefert, etwa die Förderung der Sprachkompetenz oder der Fähigkeiten zur Selbststeuerung.“

Nationale Akademie der Wissenschaften Leopoldina (Hrsg.), „Frühkindliche Sozialisation“ (2014), S. 4

„Kein anderer Faktor wirkt sich den Forschungsergebnissen nach so stark auf den erzieherischen Einfluss aus wie das, was die Eltern in den frühen Jahren mit ihren Kindern zu Hause tun. Das ist wichtiger als das, wer die Eltern sind – im Sinne von Einkommen und beruflichem Status.“

Nathalie Spencer u. a., „Schüler richtig motivieren“ (2014), S. 21

„In drawing conclusions from the available data on ECEC (Anm.: Early Childhood Education and Care), it is useful to distinguish between results for children aged 0 to 3, which are mixed, with some studies pointing to negative or null outcomes, and studies assessing the impact of ECEC on children aged 3 and over, which generally indicate positive results from group-based ECEC, in playgroups, nursery schools, etc.“

Benoit Guerin, „Breaking the cycle of disadvantage“ (2014), S. 7

„In certain European countries, including the Netherlands, ECEC (Anm.: Early Childhood Education and Care) is specifically targeted towards children at risk between the age of 2 and 5, chiefly those from ethnic minorities or with poorly educated parents.“

Benoit Guerin, „Breaking the cycle of disadvantage“ (2014), S. 8

„Only very early interventions (before age three) improve IQ in a lasting way, consistent with the evidence that early childhood is a critical period for cognitive development. The most successful interventions target pre-schoolers (after age three) and primary school children. They improve later-life outcomes by developing non-cognitive skills.“

Dr. Tim Kautz u. a., „Fostering and Measuring Skills: Improving Cognitive and Non-Cognitive Skills to Promote Lifetime Success“ (2014), S. 34

„Native-born children of immigrants who attend ECEC (Anm.: ECEC = early childhood education and care) are a full one year ahead in reading skills at the age of 15, according to PISA data. These effects persist even after controlling for parental education, reasons for migration, and the language spoken at home.“

OECD (Hrsg.), „International Migration Outlook 2014“ (2014), S. 91f

„For the native-born children of immigrants with low-educated parents, early contact with host-country educational institutions has proven crucial for future integration outcomes.“

OECD (Hrsg.), „International Migration Outlook 2014“ (2014), S. 42

„Die Umweltbedingungen bestimmen, wie viel das Kind von seiner Anlage realisieren kann. Die individuellen Fähigkeiten werden also durch die Anlage begrenzt und können auch unter optimalen Bedingungen nicht über die Anlage hinaus gesteigert werden.“

Univ.-Prof. Dr. Remo Largo, „Schule endlich beim Kind angekommen“ in Wyss (Hrsg.), „Von der Krippe zum Gymnasium“ (2014)

„Das Nervensystem ‚erwartet‘ Umweltreize, damit sich genetisch angelegte Strukturen entwickeln. Fehlen diese Erfahrungen oder werden nur eingeschränkte Erfahrungen gemacht, so entwickeln sich die neuronalen Verschaltungen atypisch und dies geht in der Regel mit funktionalen Einschränkungen einher, die gar nicht bzw. nicht vollständig reversibel sind.“

Nationale Akademie der Wissenschaften Leopoldina (Hrsg.), „Frühkindliche Sozialisation“ (2014), S. 26

„The absence of opportunities for informal education in the home – be it situations of play, or informal problem solving – can foster early differences in academic achievement, intelligence and even language acquisition. Data indicates that before the age of 3, children from well-off backgrounds possess a vocabulary 30 million words larger than children from poorer families.“

Benoit Guerin, „Breaking the cycle of disadvantage“ (2014), S. 4

„Children born into low SES families are more likely to be insufficiently stimulated owing to a poor home learning environment. Such insufficient stimulation in early childhood can result in significant differences in brain size and abnormal cortex development by the age of 3, reflected in poorer cognitive and social development. The gap in cognitive performance across socioeconomic groups at 22 months has been found to correlate with schooling outcomes at the age of 26.“

Benoit Guerin, „Breaking the cycle of disadvantage“ (2014), S. 5

„ECEC (Anm.: Early Childhood Education and Care) should not be considered the ‘silver bullet’ in social policy: first, it only forms part of a range of activities that can help foster child development; second, a host of other factors play a major role in child development, many of which are not associated with childcare. For instance, a healthy mother, warm and responsive family relationships, a stimulating environment and the availability of safe outdoor play also help to secure a ‘good start’ for children.“

Benoit Guerin, „Breaking the cycle of disadvantage“ (2014), S. 7

„At age three, children from professional families speak 50 % more words than children from working-class families and more than twice as many compared to children from welfare families.“

Univ.-Prof. Dr. James Heckman u. a., „The economics of human development and social mobility“ (2014), S. 8

„Raw intelligence is not fixed solely by parental genes, although heritability plays an important role in shaping it. It is boosted by quality parenting and by caring environments. It becomes solidified around the time of puberty.“

Dr. Tim Kautz u. a., „Fostering and Measuring Skills: Improving Cognitive and Non-Cognitive Skills to Promote Lifetime Success“ (2014), S. 11

„Gaps in skills emerge early, before formal schooling begins. Waiting until kindergarten to address these gaps is a poor strategy. It creates achievement gaps for disadvantaged children that are costly to close.“

Dr. Tim Kautz u. a., „Fostering and Measuring Skills: Improving Cognitive and Non-Cognitive Skills to Promote Lifetime Success“ (2014), S. 11

„The foundations set in the first thousand days of a child’s life, from conception to the second birthday, are critical for future well-being.“

UNESCO (Hrsg.), „Teaching and learning – Achieving quality for all“ (2014), S. 1

„Verfahren zur Feststellung des Sprachstands müssen früh, eventuell bei den bereits erfolgenden nachgeburtlichen Untersuchungen beim Kinderarzt oder Pädaudiologen beginnen.“

Nationale Akademie der Wissenschaften Leopoldina (Hrsg.), „Frühkindliche Sozialisation“ (2014), S. 10

„ECEC participation has a stronger positive effect on the reading scores of disadvantaged children than on the results of their better off peers.“

Eurydice (Hrsg.), „Early Childhood Education and Care 2014“ (2014), S. 3

Anm.: ECEC = Early childhood education and care

„Educational activities such as reading a story, being talked to, or helping with chores are the most 'productive', particularly when they are done with the parents.“

Dr. Mario Fiorini u. a., „How the Allocation of Children’s Time Affects Cognitive and Noncognitive Development“ in „Journal of Labor Economics“, 2014, vol. 32, no. 4, S. 830f

„A parenting style that combines effective (but not harsh) discipline with parental warmth and affection leads to the best behavioral outcomes. Either leniency or excessive harshness in discipline lead to worse outcomes.“

Dr. Mario Fiorini u. a., „How the Allocation of Children’s Time Affects Cognitive and Noncognitive Development“ in „Journal of Labor Economics“, 2014, vol. 32, no. 4, S. 833

„Developing receiving country language skills is an extremely important part of intergenerational immigrant integration. […] Children exposed to a new language during the critical period become fluent relatively easily, whereas those exposed later have much less certainty regarding attaining fluency.“

Prof. Dr. Arthur Sweetman u. a., „Immigration: What About the Children and Grandchildren?“ (2014), S. 17f

„Kinder, um die sich bis zum Alter von zwei Jahren keiner gekümmert hat, das zeigen Studien mit osteuropäischen Waisen, können ihr Intelligenzpotenzial auch in fürsorglichen Adoptionsfamilien später nicht mehr voll entfalten.“

Univ.-Prof. Dr. Elsbeth Stern, Die Zeit vom 21. März 2013

„The size of the effects of parental reading to children on the reading and other cognitive skills of their children is substantial. As indicated before, comparing it to the effect of being older in age, reading on 3-5 days per week to boys has a similar effect as being just under half a year older, whereas reading on 6-7 days per week has a similar effect as being just under one year older. For girls the effects are slightly larger relative to age than for boys, comparing to just over half a year increase in age and just over one year increase in age respectively.“

Univ.-Prof. Dr. Guyonne Kalb u. a., „ Reading to Young Children: A Head-Start in Life?“ (2013), S. 25

„Our analysis of the PIRLS 2011 data shows that the knowledge of the alphabet before the beginning of primary school would significantly improve the future reading development of students in grade four.“

EU-Kommission (Hrsg.), „Reading Literacy in EU Countries: Evidences from PIRLS“ (2013), S. 60

„Only very early interventions (before age 3) improve IQ in a lasting way, consistent with the evidence that early childhood is a critical period for cognitive development.“

Univ.-Prof. Dr. James Heckman, „Fostering and measuring skills: Interventions that improve character and cognition“ (2013), S. 35

„Children who attend high-quality preschools have higher test scores, fewer behavior problems and lower rates of grade repetition. They also have higher rates of high school graduation, improved employment opportunities and earnings, and lower rates of drug abuse and depression.“

The Annie E. Casey Foundation (Hrsg.), „The First Eight Years“ (2013), S. 8

Südkorea: „A large number of children attend private institutions known as hagwons, instead of or in addition to childcare and kindergarten. Hagwons are primarily focused on academics, teaching children particular skills, particularly in foreign languages and mathematics, as well as music and art.“

Dr. Randall S. Jones, „Education Reform in Korea“ (2013), S. 8f

„Findings of research conducted in Germany indicate that fine motor skills have an incrementally predictive value for math achievement beyond the predictive contribution of cognitive abilities. Furthermore, differences between gifted achievers and underachievers could be explained best by fine motor skills and their interaction with concentration. Fine motor skills had a significant influence on the results in IQ tests and therefore on the identification of giftedness.“

Univ.-Prof. Dr. Albert Ziegler u. a., „Gifted Education in German-Speaking Europe“. In: „Journal for the Education of the Gifted“ (2013) 36(3), S. 400

„Aus empirischen Untersuchungen wissen wir, dass spätestens zwischen dem dritten und vierten Lebensjahr ein intensiver Spracherwerb stattfinden muss, um sicherzustellen, dass die Kinder dann mit sechs Jahren überhaupt beschulbar sind - also dem Unterricht folgen können.“

Univ.-Prof. Dr. Dieter Lenzen, Die Welt ONLINE am 17. Dezember 2012

„Gerade im Kindergarten bilden sich die Grundlagen für die spätere Entwicklung. Erstens eignen sich Kindergärten sehr gut, um Risikokinder aufzufangen. Und zweitens ist die Lernfähigkeit in diesem Alter riesengroß.“

Univ.-Prof. Dr. Franzis Preckel, Focus ONLINE am 2. Dezember 2012

„The gaps in cognitive achievement by level of maternal education that we observe at age eighteen – powerful predictors of who goes to college and who does not – are mostly present at age six, when children enter school.“

Univ.-Prof. James Heckman, Nobelpreisträger des Jahres 2000 für Wirtschaftswissenschaften, bostonreview.net am 1. September 2012

„Im ersten Lebensjahr, das zeigen die Untersuchungen der Bindungsforschung eindeutig, ist der intensive Kontakt zur Mutter oder zu einer anderen Bezugsperson entscheidend, damit Kinder sich gesund und normal entwickeln.“

Univ.-Prof. DDr. Lieselotte Ahnert, Die Zeit ONLINE am 9. Juli 2012

„In Deutschland besuchen 40.1 Prozent der Schülerinnen und Schüler Schulen, an denen nach Angaben der Schulleitungen weniger als 25 Prozent der Schülerschaft über die Fähigkeit verfügt, Zahlen zu schreiben, wenn sie das erste Schuljahr beginnen.“

Dr. Kerstin Drossel u. a., „Merkmale der Lehr- und Lernbedingungen im Primarbereich“ in in Univ.-Prof. Dr. Wilfried Bos u. a., „TIMSS 2011“ (2012), S. 190

In Österreich sind es sogar 57,1 Prozent.

„Die Einstellung der Eltern und ihre Unterstützung des Schriftspracherwerbs haben einen sehr großen Einfluss auf die Entwicklung der Lese- und Schreibkompetenz ihrer Kinder bis in die Sekundarschulzeit hinein. Maßnahmen mit dem Ziel, die Unterstützungsleistungen der Eltern zu verbessern, haben einen großen Einfluss auf die Lese- und Schreibkompetenz des Kindes.“

EU-Kommission (Hrsg.), „Literacy Report“ (2012), deutschsprachige Zusammenfassung, S. 6

„Die Schulen können nur begrenzt kompensieren, wenn in den ersten sechs Lebensjahren die Fähigkeiten und Begabungen der Kinder teilweise nur unzureichend gefördert werden.“

Univ.-Prof. Dr. Renate Köcher, „Lehre(r) in Zeiten der Bildungspanik“ (2012), S. 4

„In Finland, a maternity pack is available for free to all families with a new-born child including clothes and other necessary equipment for the new-born and the parents. The maternity pack also includes a baby’s first picture book, together with guidance for parents about the importance of early interaction with the baby.“

EU-Kommission (Hrsg.), „EU High Level Group of Experts on Literacy. Final Report“ (2012), S. 41

„In the Netherlands, there are various programmes that work with local libraries and the local agencies for parents and new-born babies (the ‘Consultatiebureaus’). The aim is to involve all parents and babies in reading activities, and get them into the libraries, where librarians support the parents in reading activities with the children.“

EU-Kommission (Hrsg.), „EU High Level Group of Experts on Literacy. Final Report“ (2012), S. 41

„Researchers in the US have estimated that by the age of three, children in literacy-rich households will hear some 20 million more words than their less-advantaged peers. In the United Kingdom, three-year-old children of highly educated parents have vocabularies that are nearly a year ahead of children whose parents have no qualifications.“

EU-Kommission (Hrsg.), „EU High Level Group of Experts on Literacy. Final Report“ (2012), S. 58

„While most ECEC policy efforts until recently have focused on increasing enrolments, it is increasingly recognised that the quality of provision is the key to ECEC’s social and educational benefits.“

EU-Kommission (Hrsg.), „EU High Level Group of Experts on Literacy. Final Report“ (2012), S. 59

„Socio-economically disadvantaged children have the most to gain from high-quality early learning. Yet it is often these children who are the least likely to attend, particularly when fees are charged. Increasing ECEC participation among socially disadvantaged children can thus help reduce literacy gaps later across the entire school system.“

EU-Kommission (Hrsg.), „EU High Level Group of Experts on Literacy. Final Report“ (2012), S. 61

„An extra day per week of parent-child reading during the first ten years of life raises a child’s performance on standardized reading tests by about half of a standard deviation.“

Univ.-Prof. Dr. Joseph Price, „The Effect of Parental Time Investments“ (2012), Abstract

„Ability gaps between individuals and across socioeconomic groups open up at early ages, for both cognitive and socio-emotional skills. Cognitive abilities become stable around the age of 10.“

Univ.-Prof. Dr. Giorgio Brunello u. a., „Books Are Forever: Early Life Conditions, Education and Lifetime Income“ (2012), S. 12

„British Columbia provides a systematic, rigorous language education for its immigrant students starting from the pre-primary grades. As part of the kindergarten curriculum, children with limited proficiency in English (L2) receive five to eight hours per week of L2 language support.“

Esther Yoona Cho, „Migrants, language and education: An international perspective“. In: OECD (Hrsg.), „Languages in a Global World“ (2012), S. 341

„It does not require a PhD or unlimited hours for parents to make a difference in their children‘s education. In fact, many parent-child activities that are associated with better reading performance among students involve relatively little time and no specialised knowledge.“

OECD (Hrsg.), „Let’s Read Them a Story“ (2012), S. 12

„Some parents believe that once their child begins formal schooling, only teachers are responsible for educating them. But education is a shared responsibility; and results from PISA show that even older students benefit when their parents are actively engaged in their education.”

OECD (Hrsg.), „Let’s Read them a Story“ (2012), S. 30

„The recommended maximum number of children per ECEC (Anm.: ECEC = „Early Childhood Education and Care) professional in Finland is among the most favourable in the OECD (1:4 for zero-to-three-year-olds; 1:7 for older children in ECEC; and 1:4 in family day care).“

OECD (Hrsg.), „Quality Matters in Early Childhood Education and Care: Finland“ (2012), S. 10

„Staff-child ratios are found to be important for all young children, but there is evidence that infants and toddlers especially benefit from high staff-child ratios.“

OECD, „Quality Matters in Early Childhood Education and Care: Finland“ (2012), S. 37

„Finland has the best staff-child ratio in ECEC (Anm.: ECEC = „Early Childhood Education and Care) services for zero-to-three-year-olds as well as in ECEC services for three-to-six-year-olds.“

OECD, „Quality Matters in Early Childhood Education and Care: Finland“ (2012), S. 22

„Although all children can be expected to benefit from attendance in pre-primary education, attendance can be especially beneficial for children of immigrants, in particular those who do not speak the host-country language at home.“

OECD (Hrsg.), „Settling In - OECD Indicators of Immigrant Integration 2012“ (2012), S. 78

„Research on the effects of early intervention suggests that children from socioeconomically disadvantaged households benefit a good deal when placed in high quality early education programs.“

NICHD (Hrsg.), „Study of Early Child Care and Youth Development“ (2012), S. 15

„One of the most important and consistent predictors of child cognitive and social development was the quality of the mother-child interactions. The more sensitive, responsive, attentive, and cognitively stimulating the mother was during observed interactions, the better the children’s outcomes.“

NICHD (Hrsg.), „Study of Early Child Care and Youth Development“ (2012), S. 23

„Der Leistungsvorsprung der Schülerinnen und Schüler, denen ihre Eltern in den ersten Schuljahren vorgelesen haben, ist unabhängig vom sozioökonomischen Hintergrund der Familien zu erkennen.“

OECD, „PISA im Fokus 10“ (November 2011), S. 1

„It does not require a PhD or unlimited hours for parents to make a difference. […] What these activities do demand, though, is genuine interest and active engagement.“

OECD (Hrsg.), „PISA in Focus 10“ (November 2011), S. 1

„The score point difference in reading that is associated with parental involvement is largest when parents read a book with their child, when they talk about things they have done during the day, and when they tell stories to their children.“

OECD (Hrsg.), „PISA in Focus 10“ (November 2011), S. 3

„All parents can help their children achieve their full potential by spending some time talking and reading with their children – even, perhaps especially, when their children are very young.“

OECD (Hrsg.), „PISA in Focus 10“ (November 2011), S. 4

„Investment in early education for disadvantaged children from birth to age 5 helps reduce the achievement gap, reduce the need for special education, increase the likelihood of healthier lifestyles, lower the crime rate, and reduce overall social costs.“

Univ.-Prof. James Heckman, „American Educator“, Frühjahr 2011, S. 32

„High-quality parenting can be available to a child even when the family is in adverse financial circumstances. […] Since inequality starts at or before birth, it can and should be corrected at or before birth with the resource of early childhood and parental education.“

Univ.-Prof. James Heckman, „American Educator“, Frühjahr 2011, S. 33f

„Schooling after the second grade plays only a minor role in creating or reducing gaps.“

Univ.-Prof. James Heckman, „American Educator“, Frühjahr 2011, S. 34

Finnland: „Für Schüler mit leichten Lern- oder Anpassungsschwierigkeiten, die besondere Unterstützung benötigen, wird ein spezieller Sprachförderungsunterricht angeboten, der entweder in kleinen Gruppen oder als Einzelunterricht erteilt wird. Ziel ist es, die Schüler frühzeitig wirksam zu fördern, auch um zu vermeiden, dass die Schüler in anderen Fächern und/oder zu einem späteren Zeitpunkt ihrer Schulbildung Schwierigkeiten bekommen.“

Eurydice (Hrsg.), „Leseerziehung in Europa“ (2011), S. 163

Israel: „The nationwide selection of gifted and outstanding children takes place at a rather early age, in the second and third grades, with the help of cognitive tests drafted by the Szold Institute on appointment by the Ministry of Education.“

Dr. János Gordon Győri u. a., „Centres for talent development in Israel“. In: Győri, „International horizons of talent support. Best practices within and without the European Union“ (2011), S. 122f

„Shared book reading may be a particularly important bedtime routine to encourage healthy cognitive development because it facilitates children’s vocabulary development, language and reading skills, and positive attitudes toward literacy.“

Dr. Lauren Hale u. a., „A Longitudinal Study of Preschoolers’ Language-Based Bedtime Routines, Sleep Duration, and Well-Being“. In: „Journal of Family Psychology“, 2011, Vol. 25, No. 3, S. 424

„Several aspects of the home learning environment had a significant impact on children's attainment at school entry. These include: the frequency with which children play with letters or numbers at home, parents drawing children's attention to sounds and letters, the frequency with which parents report reading to their child, and the frequency of library visits.“

Jon Carpentieri u. a., „Family literacy in Europe” (2011), S. 46

„An evaluation of early language support, however, suggests that the training period of one year may be insufficient and that language screening at the age of three, such as practiced e.g. in Denmark, tends to be more effective.“

OECD (Hrsg.), „The labour market integration of immigrants and their children in Austria“. In: „Social, Employment and Migration Working Papers“ (2011), S. 59

„Norway combines Norwegian language training for immigrant parents with open access to kindergartens.“

OECD (Hrsg.), „Starting Strong III“ (2011), S. 264

„At two-and-half Finnish children are tested for emergent cognitive problems, and by the time they reach pre-school, at age six, their teachers will be able to anticipate learning difficulties on the basis of a rich battery of further tests.“

Univ.-Prof. Charles Sabel u.a., „Individualized Service Provision in the New Welfare State - Lessons from Special Education in Finland“ (2011), S. 12

„While studies have shown that high-quality child care and education for infants and toddlers raises cognitive achievement, studies have also found associations between early and extensive child care and child behavior problems, particularly when care is of low quality.“

Univ.-Prof. Dr. Jane Waldfogel u. a., „Early Years Policy“ (2011), S. 8

„Internationale Studien zeigten, dass sich ein erheblicher Teil der Mathematikleistung am Ende der Grundschulzeit anhand der Zahlenfertigkeit des letzten Kindergartenjahres vorhersagen lasse.“

Univ.-Prof. Dr. Heinz-Elmar Tenorth, Bildungswissenschaftler an der Humboldt-Universität Berlin, Frankfurter Allgemeine Zeitung vom 24. September 2010

„Different types of abilities appear to be manipulable at different ages. IQ scores become stable by age 10 or so, suggesting a sensitive period for their formation below age 10.“

Dr. Flavio Cunha u. a., „Investing in Our Young People“ (2010), S. 3

„Differences in academic attainment and social development related to background emerged early (at age 3) and have remained fairly stable through to the end of Key Stage 3 (Anm.: mit 14 Jahren).“

Department for Education (Hrsg.), „Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14)“ (2010), Executive summary

England: „The children of educated or wealthy parents who scored poorly in the early tests (Anm.: Intelligenztests mit 22 Monaten), had a tendency to catch up whereas children of worse off parents who scored poorly were extremely unlikely to catch up and are clearly shown to be an at-risk group.“

Univ.-Prof. Dr. Leon Feinstein, „Inequality in the early cognitive development of British children in the 1970 Cohort“ (2010), Abstract

„In Denmark, all children undergo language screening at age three and are obliged to complete a language stimulation course if professionals decide that they need it.“

OECD (Hrsg.), „Closing the Gap for Immigrant Students“ (2010), S. 51

„In Norway, children’s language development is assessed at age four both in their mother language and Norwegian at health clinics.“

OECD (Hrsg.), „Closing the Gap for Immigrant Students“ (2010), S. 52

„In Denmark, all bilingual children undergo a language screening at age 3. Children who are found to have a need for language development are required to participate in a language stimulation programme for as long as the need exists, which for many children means that they attend the programme until they start school at age 6. If they do not attend a day care facility, they are required to attend a free, 15-hour-a-week language stimulation programme.“

OECD (Hrsg.), „Review of Migrant Education; Austria“ (2010), S. 39

„At two-and-half Finnish children are tested for emergent cognitive problems, and by the time they reach pre-school, at age six, their teachers will be able to anticipate learning difficulties on the basis of a rich battery of further tests.“

Univ.-Prof. Dr. Charles Sabel u. a., „Individualized Service Provision in the New Welfare State: Lessons from Special Education in Finland“ (2010), S. 5