The BiKS study. First results on competence development ...€¦ · Educational processes,...

Educational processes, competencedevelopment and selection decisions in pre- and primary school age

The BiKS study. First results on competencedevelopment and on attitudes towards thepromotion of pre-school children

Leipzig University, Germany

Karin Kurz

The development of public childcare and preschools in Europe – Path dependencies and change. Hildesheim University, 19-21 October 2006


1. What has educational inequality to do with pre-school institutions?

2. The design of the BiKS-study: Competence development, educational decisions as processes within social contexts

3. Children’s cognitive competences: What is the typical approach in educational sociology? What do we need to measure?

4. First results on competence development

5. First results on views on care vs. education for pre-school children

Aims / Questions:


Research background

• Low or average competencies of children in German schools

• Strong association between competencies and school type on the one hand and social class and migration background on the other

International studies like TIMSS, PISA and PIRLS/IGLU identified two deficits of the German school system:


Open questions in educational research

• How do school relevant competencies develop?

• How do familial, preschool and school contexts influence the competence development of children?

• How do educational careers develop – depending on the competence development and on educational decisions made by parents, preschool and school teachers?


Development CompetenciesSchool relevant

attitudes &decisions

Family

Preschool & school

Psy

chol

ogic

alde

velo

pmen

tal p

ersp

ecti

ve

Pedagogical perspective

Perspective

of education

al sociology


Design

• Study of 3- to 12-year old children using a longitudinal design (2 studies)

• Taking into account children, parents, preschool and school teachers

• Regular measurement points

2005 2006 2007 2008 2009 2010

School enrolment

Transition to

secondary school

BiKS-3-8

BiKS-8-12

Pretest


Instruments

• Competence tests with children

• Interview, questionnaire & diary methods for preschool teachers; preschool teachers individual rating of each child

• Observations within the preschools

• Interview (CAPI), questionnaire and diary methods for parents

• Interview & questionnaire for preschool head

• Competence tests with children

• Questionnaire for children

• Telephone interview (CATI) with parents• Questionnaire for teachers; teachers individual rating of each child

BiKS-3-8

BiKS-8-12

• Observation of parent-child interaction


Two Samples

BiKS-3-8:97 preschool institutions546 childrenage: AM=44.5 months (SD=5.0)sex: 51.8% male, 48.2% femaleregion: Germany/2 federal states

BiKS-8-12:156 school classes2395 childrenage: AM=111.5 months (SD=5.6)sex: 52.2% male, 47.8% femaleregion: Germany/2 federal states


Intelligence: cognitive ability more or less static; no differentiation between fields of intelligence

Competencies (vgl. Weinert 2001):Cognitive and language abilities and skills that enable individuals to solve specific problems focus on development and on area specific abilities and skills.

Intelligence and competencies in psychology


Total phenotypical varianceof intelligence/competencies

Inheritance Environment

Nach Jensen, 1997, S. 48

Nature-/Nurture-Debatte

Interaction

passive reactive active


• The result of the measurement of intelligence/competencies reflects the results of an interaction between heritage and social context.

• But: Competencies vary with regard to the extent of dependency on specific social contexts.

• And: Important to distinguish area specific competencies.

Conclusions from the nature-/nurture-debate


Basic distinctions:

Basic, “culture distant”abilities(“bildungsferne Fähigkeiten”

Acquired, more “culture close” abilities and skills (“bildungsnahe Fähigkei-ten und Fertigkeiten”)

“School distant” competen-cies(“schulferne Kompetenzen”)

“School close” competen-cies(“schulnahe Kompetenzen)

Aus: Weinert, Artelt, Ebert und Dubowy 2006


Which competencies shall we measure in educational studies

• Cognitive and language competencies

• Culture close and culture distant competencies

• Culture distant competencies need to be measured „culture fair“

• School distant and school close competencies


Language competencies:

VocabularyGrammar

Nonverbal intelligence:

Reasoning

Working memory:

Verbal/nonverbal

Knowledge dependent competencies:Knowledge of factsmathematical knowl.

Peabody (PPVT)

Satzverstehen(VS aus SETK 3-5)

Enkodieren semanti-scher Relationen(ESR aus SETK 3-5)

Morphologische Regel-bildung(MR aus SETK 3-5)

Analogien(ANA aus SON 2;5-7)

Kategorien(KAT aus SON 2;5-7)

PhonologischesArbeitsgedächtnis fürNichtwörter(PGN aus SETK 3-5)

Zahlennachsprechen(ZN aus K-ABC)

Handbewegungen(HB aus K-ABC)

Rätsel(RAE aus K-ABC)

Rechnen(RE aus K-ABC)

Gesichter und Orte(GO aus K-ABC)

Competence measurement in the BiKS pre-school study(1st wave)

Aus: Weinert, von Maurice, Roßbach, Dubowy und Ebert (2006)


Analogien

0

1

2

3

4

5

6

7

8

9

MZP 1 MZP 2

M e ssz e i t punk t

Rechnen

0

1

2

3

4

5

6

7

8

9

M Z P 1 M Z P 2

M esszeit punkt

Zahlennachsprechen

0

1

2

3

4

5

6

MZP 1 MZP 2

M e ssz e i t punk t

Germans Migrants Aus: Weinert, von Maurice, Roßbach, Dubowy und Ebert (2006)

Nonverbal intelligence KnowledgeWorking memory

First Results1) The dependency on the mother tongue


MZP1MZP1

MZP1 MZP2

MZP1

Keine Ausbildung Lehre Berufsfachschule Studium

Zahlennachsprechen

0

1

2

3

4

5

6

MZP 1 MZP 2

Messzeitpunkt

Leis

tung

Analogien

0

1

2

3

4

5

6

7

8

9

MZP 1 MZP 2

Messzeitpunkt

Leis

tung

Rechnen

0

1

2

3

4

5

6

7

8

9

MZP 1 MZP 2

Messzeitpunkt

Leis

tung

First results2) The dependency on mother‘s education

Nonverbal intelligence KnowledgeWorking memory



MZP1MZP1

MZP1 MZP2

MZP1

Kindergarten quality: low medium high

Analogien

0

1

2

3

45

6

7

8

9

MZP 1 MZP 2Messzeitpunkt

Leis

tung

Zahlennachsprechen

0

1

2

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5

6


Leis

tung

Rechnen

0123456789


Leis

tung

First results2) The dependency on the quality of the kindergarten Nonverbal intelligence KnowledgeWorking memory



First conclusions

1. Differentiated competence measurement decisive if we want to learn something about the effects of social contexts on competence development

2. First results: Migration background and children from the lower educational strata are disadvantaged with respect to competence development. Institutional contexts seem to matter.


First Results on attitudes towards the promotion of 3-4 year olds

Questions:

• Do German parents want their 3-4 year olds to receive preparation for primary school?

• Who should prepare the children? The family? The kindergarten?

• What do educators think?


There should be preparation for school (for 3-4 year olds)

0,0

10,0

20,0

30,0

40,0

50,0

60,0

70,0

80,0

90,0

Hauptschule Mittlere Reife Abitur Total

Mother's educational level

Perc

ent



0,0

10,0

20,0

30,0

40,0

50,0

60,0

70,0

80,0

90,0

100,0

Hauptschule Mittlere Reife Abitur Total Kindergartenteacher

Mother's educational level

Perc

ent



0,0

10,0

20,0

30,0

40,0

50,0

60,0

70,0

80,0

90,0

100,0

Both parents born in Germany At least one parent NOT born inGermany

Total

Perc

ent


Who should be responsible for the preparation for school?

0,0

10,0

20,0

30,0

40,0

50,0

60,0

70,0

80,0

90,0

100,0


Mother's education

Perc

ent Family+preschool

FamilyPre-school


Who should be responsible for preparation for school?

0,0

10,0

20,0

30,0

40,0

50,0

60,0

70,0

80,0

90,0

100,0

Hauptschule Mittlere Reife Abitur Total Kindergarten teacher

Mother's education

Perc

ent Family+kindergarten

FamilyKindergarten


Kindergarten is exclusively for playing, painting and arts & crafts

0,0

10,0

20,0

30,0

40,0

50,0

60,0

70,0

80,0

90,0

100,0


Mother's education

Perc

ent


Kindergarten is exclusively for playing, painting and arts & crafts

0,0

10,0

20,0

30,0

40,0

50,0

60,0

70,0

80,0

90,0

100,0

Hauptschule Mittlere Reife Abitur Total Kindergarten teachers

Mother's education

Perc

ent


Kindergarten is eclusively for playing, painting and arts & crafts

0,0

10,0

20,0

30,0

40,0

50,0

60,0

70,0

80,0

90,0

100,0

Both parents born in Germany At least one parent NOT born in Germany Total

Perc

ent


Conclusions – attitudes towards promotion of children:

Majority of parents

• rejects a kindergarten which focuses solely on playing with the children

• wants a kindergarten that promotes the children‘s interests in reading, writing etc.

The same is true for educators.

Interests of parents vary with education and migration Background.


Conclusions

Change in the realm of the German Kindergarten is likely.

Why?

1) Growing awareness of educational inequalities in the political sphere (migrants, poor families)

- Equality of opportunity

- Economic Interests

2) Research on effect of institutions

3) Changing interests of parents: from care to education


Thank you for your attention!

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