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Papers by Yvonne Anders

Research paper thumbnail of Learning at University

Research paper thumbnail of Influences of an academically oriented preschool curriculum on the development of children – are there negative consequences for the children's socio-emotional competencies?

Early Child Development and Care, 2014

Research paper thumbnail of Fördereinstellungen von Erzieherinnen

Research paper thumbnail of Children’s Cognitive Attainment and Progress in English Primary Schools During Key Stage 2: Investigating the potential continuing influences of pre-school education

Frühpädagogische Förderung in Institutionen, 2009

This paper examines the longer term impact of preschool education and care on children&am... more This paper examines the longer term impact of preschool education and care on children's cognitive attainment and progress in England using data for a sample of over 2550 children drawn from 141 pre-school settings collected as part of a major longitudinal government ...

Research paper thumbnail of Does immigration background matter? How teachers’ predictions of students’ performance relate to student background

International Journal of Educational Research, 2010

Research paper thumbnail of Home and preschool learning environments and their relations to the development of early numeracy skills

Early Childhood Research Quarterly, 2012

This study examined the influence of the quality of home and preschool learning environments on t... more This study examined the influence of the quality of home and preschool learning environments on the development of early numeracy skills in Germany, drawing on a sample of 532 children in 97 preschools. Latent growth curve models were used to investigate early numeracy skills and their development from the first (average age: 3 years) to the third year (average age: 5 years) of preschool. Several child and family background factors (e.g., gender, maternal education, socioeconomic status), measures of the home learning environment (e.g., literacy-and numeracy-related activities), and measures of preschool structural and process quality (e.g., ECERS-E, ECERS-R) were tested as predictors of numeracy skills and their development. The analyses identified child and family background factors that predicted numeracy skills in the first year of preschool and their development over the three points of measurement-particularly gender, parental native language status (German/other), socioeconomic status, and mother's educational level. The quality of the home learning environment was strongly associated with numeracy skills in the first year of preschool, and this advantage was maintained at later ages. In contrast, the process quality of the preschool was not related to numeracy skills at the first measurement, but was significantly related to development over the period observed. The results underline the differential impact of the two learning environments on the development of numeracy skills. Interaction effects are explored and discussed.

Research paper thumbnail of The influence of child, family, home factors and pre‐school education on the identification of special educational needs at age 10

British Educational Research Journal, 2011

Research paper thumbnail of Learning at University

Research paper thumbnail of Influences of an academically oriented preschool curriculum on the development of children – are there negative consequences for the children's socio-emotional competencies?

Early Child Development and Care, 2014

Research paper thumbnail of Fördereinstellungen von Erzieherinnen

Research paper thumbnail of Children’s Cognitive Attainment and Progress in English Primary Schools During Key Stage 2: Investigating the potential continuing influences of pre-school education

Frühpädagogische Förderung in Institutionen, 2009

This paper examines the longer term impact of preschool education and care on children&am... more This paper examines the longer term impact of preschool education and care on children's cognitive attainment and progress in England using data for a sample of over 2550 children drawn from 141 pre-school settings collected as part of a major longitudinal government ...

Research paper thumbnail of Does immigration background matter? How teachers’ predictions of students’ performance relate to student background

International Journal of Educational Research, 2010

Research paper thumbnail of Home and preschool learning environments and their relations to the development of early numeracy skills

Early Childhood Research Quarterly, 2012

This study examined the influence of the quality of home and preschool learning environments on t... more This study examined the influence of the quality of home and preschool learning environments on the development of early numeracy skills in Germany, drawing on a sample of 532 children in 97 preschools. Latent growth curve models were used to investigate early numeracy skills and their development from the first (average age: 3 years) to the third year (average age: 5 years) of preschool. Several child and family background factors (e.g., gender, maternal education, socioeconomic status), measures of the home learning environment (e.g., literacy-and numeracy-related activities), and measures of preschool structural and process quality (e.g., ECERS-E, ECERS-R) were tested as predictors of numeracy skills and their development. The analyses identified child and family background factors that predicted numeracy skills in the first year of preschool and their development over the three points of measurement-particularly gender, parental native language status (German/other), socioeconomic status, and mother's educational level. The quality of the home learning environment was strongly associated with numeracy skills in the first year of preschool, and this advantage was maintained at later ages. In contrast, the process quality of the preschool was not related to numeracy skills at the first measurement, but was significantly related to development over the period observed. The results underline the differential impact of the two learning environments on the development of numeracy skills. Interaction effects are explored and discussed.

Research paper thumbnail of The influence of child, family, home factors and pre‐school education on the identification of special educational needs at age 10

British Educational Research Journal, 2011

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