German Parents and Educators of Two to Four-Year-Old Children as Informants for the Strengths and Difficulties Questionnaire (SDQ).

Screeners are used in early intervention and early childhood education and care programs to identify children's potential need for further evaluation and diagnostics. The Strengths and Difficulties Questionnaire (SDQ) is a brief behavioral screening instrument that can be completed by both parents and educators to assess the social and emotional traits of children. However, multiple informants' reports vary.

Families with young children during the COVID-19 pandemic-The importance of family type, perceived partnership roles, parental stress, and social support for changes in the home learning environment during lockdown.

Beginning in March 2020, the lockdown precipitated by the COVID-19 pandemic resulted in many challenges, especially for families with young children. Many children had little or no access to institutional education. Therefore, they were even more dependent on their parents providing them with home learning activities (HLA) to support their development.

Reasons Given by ECEC Professionals for (Not) Being in Contact With Parents During the COVID-19 Pandemic.

In response to the COVID-19 pandemic, the German government took drastic measures and ordered the temporary closure of early childhood education and care services (apart from emergency care). Most pedagogical professionals in early childhood education and care (ECEC) settings were unable to provide institutional care for children during this period, and thus experienced difficulties fulfilling their legally mandated professional obligation to educate children. Building on the importance of professional-parent collaboration, this study investigates the reasons ECEC professionals gave for (not) being in contact with parents during the pandemic.

Changes in Parents' Home Learning Activities With Their Children During the COVID-19 Lockdown - The Role of Parental Stress, Parents' Self-Efficacy and Social Support.

As a result of the abrupt closures of daycare centers in Germany due to the COVID-19 pandemic, parents' ability to provide learning opportunities at home became all the more important. Building on the family stress model, the study investigates how parental stress affected changes in parents' provision of home learning activities (HLA) during the lockdown, compared to before the lockdown. In addition, the study considers parental self-efficacy and perceived social support as protective factors that may play important roles in disrupting the negative effects of stress.

[(Digital) parent-educator cooperation in preschool during Corona pandemic. Digitization boost or missed opportunity?].

The closure of day-care centres as a measure to contain the corona virus presented early childhood educators with changed working conditions and opportunities to implement the continuing educational mandate. The cooperation between parents and educators, including through digital tools, plays an important role in this respect. The paper examines a) how often and of what type early childhood educators implemented digitally supported parental cooperation during the closure of day-care centres, b) which attitudes educators had towards general as well as digitally supported parental cooperation, and c) what role their qualifications, their attitudes and their perceived support through the centre played for their digital and non-digital parental cooperation during the closure of day-care centres.

Burnout undermines empathising: do induced burnout symptoms impair cognitive and affective empathy?

Empathy is crucial for the quality of social interactions and thus highly relevant in human service professions. At the same time, people belonging to this occupational group are especially vulnerable to developing burnout symptoms. With this study, we aimed to investigate the causal link between burnout symptoms and empathy by using a novel experimental design.

Longitudinal Effects of the Family Support Program Chancenreich on Parental Involvement and the Language Skills of Preschool Children.

When they enter primary school children already vary significantly in their language skills, depending at least in part on their family's social background. In particular, the home learning environment plays a significant role in children's development. For that reason, early intervention programs have been developed to obviate learning difficulties and to promote health, children's development, and educational equality.

Impact of Process Quality in Early Childhood Education and Care on Academic Outcomes: Longitudinal Meta-Analysis.

This meta-analysis studies the association of pedagogical processes in early childhood care and education with outcomes in two academic domains: language and literacy as well as mathematics. It synthesizes evidence from 17 longitudinal studies in nine European countries with 16,461 children in regular center-based care spanning the period between ages 3 and 16. Results of a three-level meta-analysis provided small overall effect sizes for both global and domain-specific process quality, and indicated lasting associations with academic development over children's school career (ES = .