Re-imagining education: Delivering high quality education through playful learning
Continuous professional development as pathway towards sustainable quality in early childhood education
The BRISE Conferences on Early Childhood Development are back after the inevitable break: You are cordially invited to attend our next in person event on June 19th–20th, 2023 in Berlin. Join us for two inspiring days that each highlights a renowned keynote speaker: Kathryn Hirsh-Pasek (Temple University) und Pauline Slot (Utrecht University).
The conference program is available for download here.
The Book of Abstracts is available for download here.
We look forward to seeing you there in person!
The Bremen Initiative to Foster Early Childhood Development (BRISE) comprises a longitudinal study that systematically investigates the effects of early childhood intervention. Early childhood programs for children from socioeconomically and culturally disadvantaged families aim to prevent future disparities in cognitive and social abilities. The insights gained in Bremen will inform policy on early childhood and be constructive in providing equal opportunities for all children, protecting children, and promoting their development and participation in society.
The BRISE study is the first longitudinal study to investigate the effects of a program fostering early childhood development that is broadly implemented within a specified region. BRISE systematically links early childhood and preschool programs into a chain of interventions. The programs forming that chain—home-based as well as center-based interventions—are all integrated into everyday life and most of them are already established in Bremen. The intervention begins in the prenatal period and ends after the children start elementary schooling.
Research within the scope of BRISE examines the cumulative effects of a coordinated intervention program on the participating children’s cognitive, social and emotional development. Eight years of funding come from the Federal Ministry of Education and Research (BMBF). Families participating in the intervention chain will be compared with families who decide for themselves in which and in how many of Bremen’s programs they enroll. Over an extended time period almost 600 disadvantaged families in Bremen were included in our sample. Linking BRISE to the German Socio-Economic Panel (SOEP) as well as to the National Educational Panel Study (NEPS) further enables comparative analyses with additional high-quality data.
> Prof. Dr. Olaf Köller
IPN · Leibniz Institute for Science and
Mathematics Education, Kiel (spokesperson)
> Prof. Dr. Birgit Mathes
University of Bremen
> Prof. Dr. Yvonne Anders
University of Bamberg
> Dr. Manja Attig
Leibniz Institute for Educational Trajectories (LIfBi)
> Prof. Dr. Marcus Hasselhorn
DIPF | Leibniz Institute for Research and Information in Education,
Frankfurt am Main
> Prof. Dr. Aiso Heinze
IPN · Leibniz Institute for Science and Mathematics Education, Kiel
> Dr. Emilija Meier-Faust
German Institute for Economic Research / Socio-Economic Panel (SOEP), DIW Berlin
> Prof. Dr. Sabina Pauen
> Prof. Dr. Hans-Günther Roßbach
University of Bamberg
> Prof. Dr. Jürgen Schupp
German Institute for Economic Research / Socio-Economic Panel (SOEP), DIW Berlin
> Prof. Dr. C. Katharina Spieß
Federal Institute for Population Research (BiB)
> Prof. Dr. Sabine Weinert
University of Bamberg
Implementing BRISE in the City of Bremen and evaluating its effects by means of a longitudinal study is an exciting venture. Such a venture promises new insights into how communities might better support child development in disadvantaged families. Realizing its potential requires engaging a large number of people performing different functions and with different areas of expertise. The primary task of the IPN · Leibniz Institute for Science and Mathematics Education is to coordinate their collaboration. In terms of research focus, the IPN specializes in domain-specific (emergent) literacy
Researcher of the Bremen subproject regularly visit participating families at home to conduct interviews and behavioural observations. Families also visit the BRISE research laboratory, which has been set up in a child-friendly way. The Bremen subproject is further centrally involved in survey planning, coordination between survey instruments and measurement occasions, data management and release of data, as well as collaboration with support programs and childcare centres. Main research focus lies in the acquisition of objective markers for cognitive and socio-emotional development, brain maturation, and stress experience, and on the relation of these markers with family and societal influences. Assessments designed in Bremen focus on subprocesses underlying learning abilities, as well as abilities that can be investigated longitudinally and in multi-cultural groups.
The German Institute for Economic Research (DIW) Berlin is responsible for the interconnection of BRISE with the Socio-Economic Panel (SOEP), Germany’s biggest panel study. The transferability and generalizability of the results from Bremen will be investigated by comparing data from BRISE with the SOEP.
The education and family economics subproject "Cost-effectiveness analyses within BRISE" examines the efficiency of BRISE's individual early childhood education and care programs as well as of the intervention chain as a whole. Such efficiency analyses make it possible to compare the impact of programs to the resources that have gone into them. Efficiency analyses require, on the one hand, detailed annual recording of cost flows in collaboration with the responsible providers of the BRISE programs. On the other hand, benefit streams are causally attributed to the use of the programs using sound quasi-experimental impact analyses. These impact analyses will be based on both the collected BRISE survey data and administrative data. This method promises to catch up with Anglo-American intervention studies, many of which have been accompanied by similarly detailed efficiency analyses.
In cooperation with the Leibniz Institute for Educational Trajectories (Subproject Developmental Psychology/NEPS), the University of Bamberg contributes to BRISE with innovative measures from the National Educational Panel Study (NEPS). These instruments are used in BRISE with the aim of comparing the development of BRISE children with children of the representatively drawn NEPS infant cohort. This subproject focuses in particular on the incorporation and implementation of observational and socio-emotional measures, such as the video recording of semi-standardized play situations between mother and child. In addition, this subproject investigates early domain-specific precursor skills.
In cooperation with the University of Bamberg (Subproject Developmental Psychology/NEPS), the Leibniz Institute for Educational Trajectories contributes to BRISE with innovative measures from the National Educational Panel Study (NEPS). These instruments are used in BRISE with the aim of comparing the development of BRISE children with children of the representatively drawn NEPS infant cohort. This subproject focuses primarily on survey measures as well as the incorporation and implementation of tablet-based competence measures of the NEPS, such as tests of vocabulary, mathematics and science competencies. Moreover, this subproject examines early domain-general precursor skills.
The description of early childhood development on multiple dimensions is the main focus of the subproject headed by Prof. Dr. Sabina Pauen. Among other methods, the well-established documentation instrument MONDEY (Milestones of Normal Development in Early Years) is used. MONDEY is based on parental assessments of children's competencies in different areas (gross and fine motor skills, perception and thinking, language, social relationships, self-regulation, emotions). Additional assessments in the behavioral laboratory and in the EEG laboratory serve the standardized recording of early childhood competencies under controlled conditions. This multi-method approach promises to provide valid information about the development of children's abstraction skills, executive control processes (attentional control, cognitive flexibility and working memory), social-cognitive competencies, but also children's general developmental status. Corresponding data can serve as predictors as well as outcome measures.
Within the Bremen Initiative to Foster Early Childhood Development (BRISE) the subproject headed by Prof. Dr. Yvonne Anders is investigating the influences of early childhood quality in preschools in combination with facility characteristics and professional competencies of educational staff on child development. Furthermore, the attitudes and beliefs of parents as well as family activities and interactions are the focus of our research interest, for which a survey instrument for reading a picture book will be developed. The central goal is to identify summative as well as compensatory effects of home and institutional qualities in combination with early interventions on child development.
The BRISE team at the DIPF | Leibniz Institute for Research and Information in Education is addressing the effects of the developmental support realized in BRISE on the school readiness of the participating children. To answer this question, competencies that are known to predict later school achievement are accessed in spring before school entry. In detail, we consider domain-specific precursors of literacy and arithmetic development, as phonological skills, letter knowledge, and early numeracy skills. On the other hand, the impact of BRISE on general competencies relevant for school readiness is addressed, as children’s language competence and different facets of self-regulation.
> Prof. Dr. Elsbeth Stern
ETH Zurich (chair)
> Prof. Dr. Kathryn Hirsh-Pasek
> Prof. Dr. Henrik Saalbach
> Prof. Dr. Ingrid Schoon
University College London
> Bouazizi, A., Eickmeyer, S., Stoyanova, P., Petermann, F., Reinelt, T., & Herzmann, C. (2019).
Die elterliche Beziehungsqualität als Ressource für die frühkindliche sozial-emotionale Entwicklung in den ersten Lebensjahren. Zeitschrift für Psychiatrie, Psychologie und Psychotherapie, 67(3), 144–154.
> Dubowy, M., & Hasselhorn, M. (2022).
Editorial: Schulbereitschaft – Perspektiven auf ein multidimensionales Konzept. Frühe Bildung, 11(4), 159–160.
> Kiel, N., Bruckdorfer, R., Petermann, F., & Reinelt, T. (2018).
Temperament in der frühen Kindheit und die Entwicklung externalisierender Störungen: Implikationen für die klinische Diagnostik. Zeitschrift für Psychiatrie, Psychologie, und Psychotherapie, 66(3), 177–186.
> Pauen, S., & Peykarjou, S. (2023).
Infants’ fast neural categorization of artificial objects: The impact of stimulus and task characteristics. Developmental Psychology, 59(8), 1496–1510.
> Peykarjou, S.,Hoehl, S., & Pauen, S. (in press).
Developmental origins of high-level perceptual categorization at a single glance. Child Development.
> Reinelt, T., Samdan, G., Kiel, N., & Petermann, F. (2019).
Frühkindliche Prädiktoren externalisierender Verhaltensauffälligkeiten. Kindheit und Entwicklung, 28(1), 19–32.
> Römer, P., Gómez Putzer, A., Kemmerich, R., & Mathes, B. (2021).
Einfluss pränataler E-Zigarettenexposition auf die fetale Entwicklung: Ein Überblick. Geburtshilfe und Frauenheilkunde, 81(11), 1224–1237.
> Römer, P., Kemmerich, R., Petermann, F., Mathes, B., & Zierul, C. (2023).
Alcohol and nicotine consumption during pregnancy. Sucht, 69(3), 99–111.
> Römer, P., Mathes, B., Reinelt, T., Stoyanova, P., Petermann, F., & Zierul, C. (2020).
Systematic review showed that low and moderate prenatal alcohol and nicotine exposure affected early child development. Acta Paediatrica, 109(12), 2491–2501.
> Römer, P., Reinelt, T., Petermann, F., & Teickner, C. (2019).
Alkoholkonsum während der Schwangerschaft. Welche Auswirkungen auf die frühkindliche Entwicklung sind bekannt? Kindheit und Entwicklung, 28(1), 6–18.
> Samdan, G., Kiel, N., Petermann, F., Rothenfußer, S., Zierul, C., & Reinelt, T. (2020).
The relationship between parental behavior and infant regulation: A systematic review. Developmental Review, 57, Article 100923.
> Samdan, G., Reinelt, T., Kiel, N., Mathes, B., & Pauen, S. (2022).
Maternal self-efficacy development from pregnancy to 3 months after birth. Infant Mental Health Journal, 43(6), 864–877.
> Schmitz, S., & Kröger, A. (2017).
Effizienzanalysen frühkindlicher Bildungs- und Betreuungsangebote: Mehr differenzierte Analysen für Deutschland erforderlich. DIW Roundup, 112, DIW.
> Schütte, K., Köller, O., Anders, Y., & Petermann, F. (2020).
Kontinuität als Schlüssel zu wirksamer Förderung frühkindlicher Entwicklung benachteiligter Kinder. Psychologie in Erziehung und Unterricht, 67.
> Schütte, K., Rose, H., & Köller, O. (Hrsg.). (2022).
Frühkindliche Entwicklung stärken. Eine Zukunftsallianz aus Fachpraxis, Wissenschaft, Verwaltung, Politik und Zivilgesellschaft. Waxmann.
Please direct any questions you might have about the research conducted within the scope of BRISE to Dr. Kerstin Schütte and Ricarda Ullrich, coordination office at the IPN · Leibniz Institute for Science and Mathematics Education:
Lynn A. Karoly
The Cost and Financing of Early Childhood Care and Education
Marc H. Bornstein
Positive Parenting and Positive Development in Children
You are cordially invited to attend the First BRISE Conference on Early Childhood Development, held in Berlin, Germany October 7th–8th, 2019. The conference features two outstanding keynote speakers: Lynn A. Karoly (RAND Corporation) und Marc H. Bornstein (Eunice Kennedy Shriver National Institute of Child Health and Human Development).
We look forward to seeing you in Berlin!