Current projects at the IFP (selection)
Pilot study: “Medienkompetenz in der Frühpädagogik stärken” – “Fostering digital literacy in early childhood education and care“
Children are growing up in a digital world. Their childhood and entire life are influenced by digital media and technology. It is in the light of this development that the educational mission to foster digital literacy in early childhood settings becomes increasingly important. In order to meet the growing need for research and concept development the Bavarian Ministry for Family Affairs initiated a pilot study, allowing up to 100 model day care centres to participate. The IFP is entrusted with the design, realization and scientific monitoring of the study in cooperation with partner institutions.
Meta-analysis on the Use and Effects of Digital Media in ECEC
When taking a closer look at public discourse about the effects of digital media on child development we encounter a debate that is frequently based on singular research results – sometimes holding for an entirely different age group – or on highly selective reports by critics or advocates of digitalization ardently arguing their position. Only rarely does this discussion reflect upon the reliability of the selected empirical data or the methodological background and the fidelity of the relevant research. Moreover, there is no extensive systematic literature search based on standardized criteria for assessing the quality of research findings on this topic so far. The goal of our meta-analysis is to (1) find all existing studies (with primary data) by adopting adequate search strategies, to (2) systematically collect positive and negative evidence based on pre-defined categories and to (3) aggregate the evidence such that implications for educational practice in ECEC can be phrased regarding the use and effects of digital media.
“Pädagogische Qualitätsbegleitung in Kindertageseinrichtungen (PQB) in Bayern“ – “Educational quality support in day care centres in Bavaria”
The idea of PQB is to establish a permanent and efficient support system in day care centres all over Bavaria. The pilot project focuses on providing day care centres with systematic consultations and assistance in the area of interaction quality.
“Quality for pupils in day care centres”
The main aim of this initiative is to support quality development in day care centres that serve the education and supervision of school-age children. The institutions range from after school care centres and day care centres to mixed-age centres for children or families.
Professional development „SIBE“ for staff of family education centres in Bavaria
The abbreviation SIBE stands for „Sichere Bindungsentwicklungen über den Lebenslauf begleiten und fördern“ and means “Supporting and fostering secure attachment relationships over the course of life“. The SIBE professional training provides staff with basic findings in the field of attachment theory and research from the last few decades. The effects of attachment experiences in early childhood and mechanisms of change and stability in different stages of life (childhood, adolescence, adulthood) are dealt with in detail. The training provides participating staff with many opportunities to put their newly-acquired knowledge into practice working with children, parents and other caregivers. The goal is for each family education centre in Bavaria to have at least one certified “expert for attachment development” among their permanent staff in the future.
Workforce profiles in systems of early childhood education and care in Europe
In Germany, knowledge about staff qualifications in other countries is becoming more and more important, particularly in the face of widespread staff shortages and increased mobility between countries. Regional state authorities, service providers as well as recruitment agencies and individual ECEC centres are faced with the question as to whether and, if so, in what way staff from other countries can be employed in early childhood settings in Germany. The need for such information has been confirmed, for example, by the Bavarian state youth welfare office.
The original study “seepro” reviewed and analysed the professional education and training, occupational profiles and work settings of early childhood personnel in the context of the ECEC systems in 27 European Union countries (EU27). In the revised version of the study “seepro-r” three further European countries are included.