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NUBBEK - Nationale Untersuchung zur Bildung, Betreuung und Erziehung in der frühen Kindheit
Pedagogical Quality in the German early education system (familial and non-familial) NUBBEK offers an empirical basis to study the care and education within and outside of the family for two- (n = 1242) and four-year old children (n = 714). 27 Percent of all sampled children grew up in either Turkish or Russian immigrant families. NUBBEK adopted a socio-ecological perspective on education and care: Data on orientation, structure, and processes were gathered within the home environment as well as in 567 external child care settings. The characteristics to identify the quality of the structure and the orientation is surveyed via questionnaires and interviews with day care workers and managers as well as other child care workers. Field observation has been applied too. Further sources of information were the (written) pedagogical concepts as well as the educator’s personal characteristics and educational aims. The pedagogical process quality was measured with the integrated quality scale (IQS). Different subscales have been used for the groups of four year old children, groups of two year old children, mixed groups and groups within private day care centers. In addition to that, the Caregiver Interaction Scale (CIS) to measure the Interaction between the child and its caregiver, and a questionnaire on the activities performed with each child have been applied for all day care settings. The quality rating of the different settings has been specified after hours of observation by trained observers. The quality of the care and education within the family has been measured via information from the interviews, such as the education of the mother, the socio economic status and the family structure and items from the questionnaire, such as educational goals and the mental stability of the mothers. The mother-child interaction was measured by observation. The activities performed together and the mother-child relationship were measured vie items of the questionnaire. I. Children data set 1. Measurement of the adaptive behavior (Vineland adaptive behavior scales II) in the dimensions communication, skills of daily living and motor skills. 2. Measurement of the child’s social-emotional development; Child Behaviour Checklist (CBCL), frequency of child’s age specific motoric and cognitive activities within the family (AKFRA); child’s health status: birth weight and birth length, estimated weight and length at the time of data collection; week of pregnancy at birth, child is or was suckled; month until the child was suckled; difficulties within the first month after childbirth; willingness to vaccinate the child if day care demands so; sleeping difficulties; satisfying sleeping habits; childhood diseases; illnesses within the last 12 months; impairment to physiological health or psychological or social child development; information on accidents with subsequent hospitalization; relationship and bonding: child-parent relationship scale (according to Pianta); parenting behaviour (harshness, punishment, child centered communication, emotional affection, authoritarian behaviour); Alabama Parenting Questionnaire (APQ); educational goals and expectations: child’s educational aspiration (ideal aim and realistic expectation); responsibility for education and parenting; gender role orientation: attitudes towards women’s participation on the labour market (scale); parenting conflicts (scale); quality of partnership; life satisfaction: scale of satisfaction for selected areas of life; general scale of depression (ADS); self characterization (Big Five: extraversion, compatibility, diligence, emotional stability, openness for new experiences). Demography: sex and age (in months) of the child; age group; kind of day care; kind of group within day care; migration background. Additionally coded was: child id; day care id and group id (for within the family child care: family id; respondent id; date of respondence (day and month). 3. Interview educator: Main educator since (month and year); language training program: anticipation of program, duration of anticipation and kind of program; child’s behaviour and skills: adaptive behaviour (Vineland adaptive behavior scales II); social competence: motivation for achievement, obedience, assertiveness, cooperation, empathy, prosocial peer relations, child behaviour checklist (CBCL); child’s activities (AKFRA); estimated status of child’s health, physical and mental well-being; ...
Principal Investigator TNS Infratest Munich, Germany
Tietze, W., Becker-Stoll, F., Bensel, J., Haug-Schnabel, G., Kalicki, B., Keller, H., & Leyendecker, B. (2015). NUBBEK - National Survey on Education, Care, and Development in Early Childhood (ZA5854; Version 3.0.0) [Data set]. GESIS, Cologne. https://doi.org/10.4232/1.12297
ZA5854_Kinder_v3-0-0.sav (Dataset) 48.65 MB
ZA5854_Kinder_v3-0-0.dta (Dataset) 47.78 MB
ZA5854_Gruppensetting_v3-0-0.dta (Dataset) 3.13 MB
ZA5854_Gruppensetting_v3-0-0.sav (Dataset) 2.13 MB
This dataset can be accessed for logged-in accounts at https://search.gesis.org/ZA5854