Language Education and Development in Kindergarten in North Rhine-Westphalia - Longitudinal (SEIKA-NRW LS)
Table of contents
> Link to application form (Scientific Use Files)
| Data Set Published on | 26.03.2021 |
|---|---|
| Current Version Available Since | 26.03.2021 |
| Survey Period | 2016-2019 |
| Sample | Kindergarten Children (N=1,047); Kindergarten Groups (N=245); Kindergarten (N=94) |
| Survey Unit | Educational Staff Kindergarten Children Parents |
| Measured Competencies | Receptive Vocabulary, Nonverbal Intelligence, Phonological Working Memory for Non-Words, Expressive Morphological Skills, Sentence Memory |
| Region | North Rhine-Westphalia |
| Principal Investigators | Kalicki, Prof. Dr. Bernhard Leyendecker, Prof. Dr. Birgit |
| Data Producers | Ruhr-Universität Bochum (RUB) |
| Funded by | Ministry for Children, Family, Refugees and Integration of the Federal State of NRW |
| Link | https://cfr-psy.ruhr-uni-bochum.de/seika/ |
| Related Studies | SEIKA-NRW (DOI: 10.5159/IQB_SEIKA-NRW_v1) |
| Suggested Citation | Bihler, L.-M., Agache, A., Willard, J., & Leyendecker, B. (2021). Sprachbildung und -entwicklung im Kita-Alltag in Nordrhein-Westfalen - Längsschnitt (SEIKA-NRW LS) [Language Education and Development in Kindergarten in North Rhine-Westphalia - Longitudinal (SEIKA-NRW)] (Version 1) [Data set]. Berlin: QB – Institut zur Qualitätsentwicklung im Bildungswesen. http://doi.org/10.5159/IQB_SEIKA-NRW_LS_v1 |
| Restriction Notice | There are no specific data restrictions. |
Project description
The overarching objective of the longitudinal survey in the SEIKA-NRW joint project was to investigate the language development of children at the elementary sector in North Rhine-Westphalia. Of particular interest was the identification of factors that have a positive effect on language development. In particular, the effect of two additional financial support lines by the Ministry of Family Affairs on the educational quality in the kindergartens and on the development of the children's language skills was investigated. The partners in the project were the German Youth Institute (DJI) in Munich, the Technical University (TU) Dortmund and the Ruhr University Bochum (RUB). As part of the longitudinal survey, the project group at the RUB collected data in three survey periods (in 2016, 2017, and 2018) to record the language development of children aged 2.5 to 4 years who attended a kindergarten. In addition to children's language skills assessments, data were collected from the mothers as well as from the educational staff. (IQB)
Blank data sets
For a first overview of the data set and its variables, dummy data sets containing the variables used and the value labels relating to them are provided for download here.
Documentation
Here you can find further documentation:
Data Handbook (German version only)- Methods Report (German version only)
Literature
Selected literature is listed here (as of July 2021).
2021
Bihler, L.-M., Agache, A., Willard, J. & Leyendecker, B. (2021). Sprachbildung und -entwicklung im Kita-Alltag in Nordrhein-Westfalen - Längsschnitt (SEIKA-NRW LS) (Version 1) [Datensatz]. Berlin: IQB – Institut zur Qualitätsentwicklung im Bildungswesen. http://doi.org/10.5159/IQB_SEIKA-NRW_LS_v1
Willard, J. A., Agache, A., Kohl, K., Bihler, L.-M. & Leyendecker, B. (2021). Longitudinal Interrelations between Nonword Repetition and Vocabulary from Age Three to Five: Evidence for Within-Child Processes? Department of Psychology, Child and Family Research, Ruhr-Universität. https://doi.org/10.1037/dev0001230
2020
Agache, A., Bihler, L.-M., Willard, J. & Leyendecker, B. (2020). Sprachbildung und -entwicklung im Kita-Alltag in Nordrhein-Westfalen (SEIKA-NRW) (Version 1) [Datensatz]. Berlin: IQB – Institut zur Qualitätsentwicklung im Bildungswesen. http://doi.org/10.5159/IQB_SEIKA-NRW_v1
Bihler, L.-M., Agache, A., Willard, J. A., Kohl, K. & Leyendecker, B. (2020). Propensity Score Matching als ein Verfahren zur Stichprobenauswahl. Darstellung der Eignung für die Auswahl von drei Gruppen. In K. Blatter, K. Groth & M. Hasselhorn (Hrsg.), Evidenzbasierte Überprüfung von Sprachförderkonzepten im Elementarbereich (Edition ZfE, Bd. 6, S. 77–100). Wiesbaden: Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-26438-3_4
Willard, J. A., Kohl, K., Bihler, L.-M., Agache, A. & Leyendecker, B. (2020). Family Literacy Activities and Their Interplay with Family and Preschool Language Environments: Links to Gains in Dual Language Learners’ German Vocabulary. Early Education and Development, 1–20. https://doi.org/10.1080/10409289.2020.1744404
2019
Agache, A., Bihler, L.-M., Kohl, K., Willard, J., & Leyendecker, B. (2019). Introducing the network analysis approach to unpack the multi-causal system of early child-care quality - Unveröffentlichtes Manuskript. Bochum: Fakultät für Psychologie, Ruhr-Universität Bochum.
Kohl, K., Willard, J. A., Agache, A., Bihler, L.-M. & Leyendecker, B. (2019). Classroom Quality, Classroom Composition, and Age at Entry: Experiences in Early Childhood Education and Care and Single and Dual Language Learners’ German Vocabulary. AERA Open, 5(1). https://doi.org/10.1177/2332858419832513
2018
Bihler, L.-M., Agache, A., Kohl, K., Willard, J. A. & Leyendecker, B. (2018). Factor Analysis of the Classroom Assessment Scoring System Replicates the Three Domain Structure and Reveals no Support for the Bifactor Model in German Preschools. Frontiers in Psychology, 9, 1232. https://doi.org/10.3389/fpsyg.2018.01232