商品描述
This is an Open access Book. Language promotion in German day-care centres is placed on an evidence-based foundation in this study: After a comprehensive review of sources from scientific literature as well as materials from public and civil society actors and the general public, it analyses which language support measures are used in Germany, who they are aimed at, how they are implemented and what information is available on their effectiveness. The result is a structured, systematic overview of the language support measures used in child day-care centres in Germany in the research period from 1949 to 2017.
商品描述(中文翻譯)
這是一本開放存取的書籍。本研究將德國日托中心的語言促進建立在證據基礎上：在全面回顧科學文獻以及來自公共和民間社會行動者及一般公眾的資料後，分析了德國使用的語言支持措施、其目標對象、實施方式以及有關其有效性的資訊。結果是對1949年至2017年研究期間德國兒童日托中心使用的語言支持措施進行了結構化、系統化的概述。
作者簡介
Karin Zimmer is Professor of Empirical Educational Research at the University of Vechta, Germany. She holds a doctorate in psychology and has worked at various universities in Germany and Denmark, the IPN Leibniz Institute for Science and Mathematics Education (Kiel, Germany), the DIPF Leibniz Institute for Research and Information in Education (Frankfurt, Germany) and the OECD Education Directorate (Paris, France). Her current focus is on participatory research approaches and conducting systematic reviews on educational and public-health topics. Jan-Henning Ehm is Professor of Developmental and Educational Psychology with a focus on Early Childhood Education at Heidelberg University of Education. His work centers on cognitive and socio-emotional development in early childhood, with a particular emphasis on early literacy acquisition, school readiness, and the effectiveness of educational interventions. He is involved in applied research, regularly consults in early education contexts, and contributes to interdisciplinary projects aimed at improving quality in early learning environments. Susanne Kuger is Research Director at the German Youth Institute (DJI) and Professor of Empirical Social and Educational Research for Children and Adolescents at Ludwig-Maximilians-Universität Munich. Her research focuses on educational effectiveness in formal, non-formal and informal learning environments, with a particular interest in interaction quality, language development, and educational equity. She leads and contributes to large-scale longitudinal studies such as KiBS, ERiK, AID: A, and NEPS, and is a recognized expert in comparative survey methodology. Jan Lonnemann is Professor of Empirical Childhood Research at the University of Potsdam, Germany. He holds a doctorate in psychology and has worked at the DIPF Leibniz Institute for Research and Information in Education (Frankfurt am Main, Germany), at the Goethe University (Frankfurt am Main, Germany) and at the RWTH Aachen University (Germany). His current research interests include children's development of number, space and time concepts as well as interaction and participation in early education settings. Jolika Schulte is an information scientist and academic librarian. For many years, her work as a librarian focussed on teaching information and research skills. In her academic career she has focussed on methods of information retrieval and systematic review. She currently works as an academic librarian (Head of Acquisitions Department) at the Lippische Landesbibliothek in Detmold. Dominique Rauch is Professor of Psychology at Ludwigsburg University of Education. Her research focuses on disparities between children and adolescents with and without migration backgrounds, as well as reading diagnostics and support in multilingual contexts. She is particularly interested in school-based intervention research and the conditions for successful educational support for children with refugee experience. Dominique Rauch is actively involved in applied research and contributes to interdisciplinary projects aimed at promoting educational equity and improving outcomes for linguistically and culturally diverse student populations. Marcus Hasselhorn is Professor of Psychology and Director of the Department of Education and Human Development at the DIPF Leibniz-Institute of Research and Information in Education in Frankfurt/Main. He was the founder chair (in 2008) of the Frankfurt Center for Research on Individual Development and Adaptive Education for Children at Risk (IDeA). From it's start in 2013 till 2025 he also was the spokesman of the Leibniz Educational Research Network (LERN). His current research interests include learning disabilities and their identification and prevention as well as the challenges and potentials of children's development in early education.
作者簡介(中文翻譯)
卡琳·齊默（Karin Zimmer）是德國維赫塔大學（University of Vechta）實證教育研究的教授。她擁有心理學博士學位，曾在德國和丹麥的多所大學工作，並在IPN萊布尼茨科學與數學教育研究所（Kiel, Germany）、DIPF萊布尼茨教育研究與資訊研究所（法蘭克福, Germany）以及經濟合作與發展組織（OECD）教育司（巴黎, 法國）任職。她目前的研究重點是參與式研究方法以及對教育和公共衛生主題進行系統性回顧。
簡·亨寧·艾姆（Jan-Henning Ehm）是海德堡教育大學（Heidelberg University of Education）發展與教育心理學的教授，專注於幼兒教育。他的研究集中在幼兒的認知和社會情感發展，特別強調早期識字習得、學校準備度以及教育干預的有效性。他參與應用研究，定期在早期教育環境中提供諮詢，並參與旨在改善早期學習環境質量的跨學科項目。
蘇珊娜·庫格（Susanne Kuger）是德國青年研究所（DJI）的研究主任，並在慕尼黑路德維希-馬克西米利安大學（Ludwig-Maximilians-Universität Munich）擔任兒童與青少年實證社會與教育研究的教授。她的研究專注於正式、非正式和非正式學習環境中的教育有效性，特別關注互動質量、語言發展和教育公平。她領導並參與大型縱向研究，如KiBS、ERiK、AID: A和NEPS，並在比較調查方法學方面被認可為專家。
簡·隆內曼（Jan Lonnemann）是德國波茨坦大學（University of Potsdam）實證兒童研究的教授。他擁有心理學博士學位，曾在DIPF萊布尼茨教育研究與資訊研究所（法蘭克福, 德國）、歌德大學（法蘭克福, 德國）和亞琛工業大學（RWTH Aachen University, 德國）工作。他目前的研究興趣包括兒童對數字、空間和時間概念的發展，以及在早期教育環境中的互動和參與。
喬莉卡·舒爾特（Jolika Schulte）是一位資訊科學家和學術圖書館員。多年來，她作為圖書館員的工作專注於教授資訊和研究技能。在她的學術生涯中，她專注於資訊檢索和系統性回顧的方法。她目前在德特莫爾的利比希州立圖書館（Lippische Landesbibliothek）擔任學術圖書館員（採購部門負責人）。
多米尼克·勞赫（Dominique Rauch）是路德維希堡教育大學（Ludwigsburg University of Education）的心理學教授。她的研究專注於有無移民背景的兒童和青少年之間的差異，以及在多語言環境中的閱讀診斷和支持。她特別關注基於學校的干預研究以及為有難民經歷的兒童提供成功教育支持的條件。多米尼克·勞赫積極參與應用研究，並參與旨在促進教育公平和改善語言及文化多樣性學生群體成果的跨學科項目。
馬庫斯·哈塞爾霍恩（Marcus Hasselhorn）是法蘭克福/美因DIPF萊布尼茨教育研究與資訊研究所（DIPF Leibniz-Institute of Research and Information in Education）心理學教授及教育與人類發展系主任。他是法蘭克福個體發展與適應教育研究中心（IDeA）的創始主席（2008年）。自2013年開始至2025年，他也是萊布尼茨教育研究網絡（LERN）的發言人。他目前的研究興趣包括學習障礙及其識別和預防，以及兒童在早期教育中的發展挑戰和潛力。
