„Kinder, die in jungem Alter an hochwertigem organisiertem Lernen teilnehmen, erzielen später mit höherer Wahrscheinlichkeit bessere Bildungserfolge. Das gilt insbesondere für Kinder mit sozioökonomisch benachteiligtem Hintergrund, da diese häufig weniger Gelegenheit haben, ihre Fähigkeiten im häuslichen Lernumfeld zu entfalten.“
OECD (Hrsg.), Bildung auf einen Blick 2022 (2022), S. 179.

„Der Zusammenhang zwischen den von den Viertklässler:innen erreichten Kompetenzen und dem sozioökonomischen Status ihrer Familien hat in allen Kompetenzbereichen signifikant zugenommen.“
Prof. Dr. Petra Stanat u. a., IQB-Bildungstrend 2021 - Kompetenzen in den Fächern Deutsch und Mathematik am Ende der 4. Jahrgangsstufe (2022), S. 20.

„Fast jede zweite Person mit Migrationshintergrund (47 %), deren Eltern lediglich einen Pflichtschulabschluss aufwiesen, verfügte 2014 ebenfalls über keinen höheren Bildungsabschluss. In der Bevölkerung ohne Migrationshintergrund wurde das niedrige Bildungsniveau weit weniger oft „vererbt“, nämlich nur zu gut einem Fünftel (22 %).“
Statistik Austria (Hrsg.), Migration & Integration, Zahlen.Daten.Indikatoren 2022 (2022), S. 50.

„Research confirms that socioeconomic background variables such as parental education, ethnicity, the number of books at home and housing type are among the strongest predictors of academic performance.“
EU-Kommission (Hrsg.), Increasing achievement and motivation in mathematics and science learning in schools (2022), S. 30.

„Nearly half (47.9 %) of non-EU citizens living in the EU were at risk of poverty and social exclusion, far more than EU home-country nationals (19.9 %). The situation was quite similar when looking at country of birth, with 40.8 % of adults born in non-EU countries being in that situation, compared with only 19.5 % of those born in the reporting EU countries.“
Eurostat (Hrsg.), Sustainable development in the European Union (2022), S. 42.

„Das Kind kann nur die Wörter erwerben, die im Umfeld verwendet werden und in für das Kind relevante Sinn- und Bedeutungskontexte eingebettet sind. […] Gemeinsames Erzählen von Erlebnissen und Aktivitäten sowie das Nacherzählen von Geschichten sind hochgradig sprachfördernd.“
Mag. Gabriele Bäck u.a., Leitfaden zur sprachlichen Bildung und Förderung am Übergang von elementaren Bildungseinrichtungen in die Volksschule (2021), S. 24f.

„Die Entwicklung der sprachlichen Kompetenzen in den ersten sechs Lebensjahren stellt eine bedeutsame Grundlage für die Erweiterung der Sprachkompetenzen in der Schule dar.“
Mag. Gabriele Bäck u.a., Leitfaden zur sprachlichen Bildung und Förderung am Übergang von elementaren Bildungseinrichtungen in die Volksschule (2021), S. 52.

„Fast jede zweite Person mit Migrationshintergrund (47 %), deren Eltern lediglich einen Pflichtschulabschluss aufwiesen, verfügte 2014 ebenfalls über keinen höheren Bildungsabschluss. In der Bevölkerung ohne Migrationshintergrund wurde das niedrige Bildungsniveau weit weniger oft ‚vererbt‘, nämlich nur zu gut einem Fünftel (22 %).“
BKA (Hrsg.), Migration & Integration. Zahlen.Daten.Indikatoren 2021 (2021), S. 52.

„Im 20. Jahrhundert ging in einer Reihe von Ländern die höhere Bildung von Frauen mit niedrigerer Kinderzahl einher. In Österreich blieben in den Geburtsjahrgängen 1955 bis 1960 rund 14 % der Frauen mit niedriger Ausbildung kinderlos, während Frauen mit Abitur oder höherem Bildungsabschluss öfters kinderlos blieben (unter Hochschulabsolventinnen knapp 30 %). Derartige Unterschiede werden auch in Deutschland beobachtet, nicht aber etwa in Frankreich oder Schweden, wo sich die Vereinbarkeit von Familie und Beruf als weniger schwierig gestaltet.“
BKA (Hrsg.), 6. Österreichischer Familienbericht 2009-2019 (2021), S. 96f.

„Werden die sozialen Einflussfaktoren über das gesamte Leistungsspektrum hinweg be­trachtet, zeigt sich in Mathematik am Ende der Volksschule, dass Schüler/innen aus einem bildungsfernen Elternhaus bzw. aus Familien mit einem niedrigen Sozialstatus deutlich schwächer abschneiden als ihre Mitschüler/innen. So unterscheiden sich Kinder, deren Eltern maximal über einen Pflichtschulabschluss verfügen, von jenen, deren Eltern eine Matura haben, um 84 Punkte. Diese Differenz erhöht sich nochmals um 35 Punkte, wenn man die Erstgenannten mit Kindern aus einem Akademikerhaushalt vergleicht. Auch in den Bereichen des Migrationshintergrunds und der Erstsprache schneiden Kinder ohne Migrationshintergrund bzw. mit deutscher Erstsprache um mehr als 60 Punkte besser ab als ihre Mitschüler/innen mit Migrationshintergrund bzw. mit nur einer anderen Erstsprache als Deutsch. […] Deutlich geringer fallen die Unterschiede nach sozialer Herkunft im Fach Englisch am Ende der 8. Schulstufe aus.“
BMBWF (Hrsg.), Nationaler Bildungsbericht Österreich 2021 (2021), S. 322.

„Alles, was wir in den ersten Lebensjahren an Entwicklungsunterstützung erfahren, wird maßgeblich von der Familie beeinflusst. Die Familie als primäre Sozialisationsinstanz stellt in den meisten Fällen jenen Ort dar, wo das Fundament für jegliche Entwicklung gelegt wird.“
Dr. Sabine Buchebner-Ferstl u. a., Zum Wohl des Kindes (2021), S. 11.

„Während rein biologisch gesteuerte Lernprozesse (laufen und sprechen lernen) grundsätzlich auch in einem weniger günstigen Umfeld stattfinden, stehen andere, wie etwa die Sprachentwicklung (Wortschatz etc.) in starker Wechselwirkung mit dem sozialen Umfeld.“
Dr. Sabine Buchebner-Ferstl u. a., Zum Wohl des Kindes (2021), S. 12.

„Je weniger das Kind die Möglichkeit hat, Partizipation aktiv einzufordern, desto größer ist die Verantwortung des erwachsenen Gegenübers (insbesondere der Eltern), sensibel für die kindlichen Bedürfnisse zu sein und eine altersentsprechende Beteiligung im Sinne eines ‚Gehört und Wahrgenommen Werdens‘ zu ermöglichen.“
Dr. Sabine Buchebner-Ferstl u. a., Zum Wohl des Kindes (2021), S. 19.

„Platzmangel bzw. ein Mangel an Rückzugsraum und Privatsphäre wirkt auf Kinder belastendend, insbesondere, wenn sie mit mehreren Geschwistern im urbanen Raum zusammenleben. Dabei leiden vor allem ältere Geschwister, die mit jüngeren ein Zimmer teilen müssen an Lärm, mangelnder Ruhe und Privatsphäre.“
Dr. Sabine Buchebner-Ferstl u. a., Zum Wohl des Kindes (2021), S. 124.

„Für die Kinder ist Präsenz im Sinne von Aufmerksamkeit und aktiver Zuwendung ein weit bedeutenderer Faktor des elterlichen Verhaltens als bloße zeitliche Verfügbarkeit. Quantitative Aspekte der zeitlichen Anwesenheit werden selten angesprochen und wenn, dann als Voraussetzung für elterliche Präsenz. Diese ist aus Kindersicht ein wesentlicher Faktor für das kindliche Wohlbefinden.“
Dr. Sabine Buchebner-Ferstl u. a., Zum Wohl des Kindes (2021), S. 237.

„Das Zeigen von elterlicher Zuneigung und Liebe gegenüber den Kindern ist sehr wichtig für das kindliche Wohlbefinden. Interessanterweise wird dieser sehr wesentliche Faktor von Seiten der Eltern und der Expert/innen kaum explizit erwähnt, während sich die Kinder selbst häufiger dazu äußern.“
Dr. Sabine Buchebner-Ferstl u. a., Zum Wohl des Kindes (2021), S. 238.

„Die Investition in frühkindliche Bildung stärkt den späteren Erfolg in der Schulkarriere sowie die beruflichen Entwicklungschancen und die gesellschaftliche Teilhabe im Erwachsenenleben.“
Mag. Norbert Neuwirth, Kostenschätzung zum Ausbau im Elementarbildungsbereich (2021), S. 7.

„Bei den 15-Jährigen schneiden Mädchen in allen Ländern und subnationalen Einheiten mit verfügbaren Daten beim Lesen tendenziell besser ab als die Jungen. […] Die Lesekompetenz der Schüler unterscheidet sich auch stark je nach sozioökonomischem Hintergrund. Im Durchschnitt der OECD-Länder ist der Anteil Schüler, die Stufe 2 in PISA erreichen, für Schüler des untersten Quartils des PISA-Index des wirtschaftlichen, sozialen und kulturellen Status (ESCS) rund 30 % geringer als für Schüler des obersten Quartils.“
OECD (Hrsg.), Bildung auf einen Blick 2021 (2021), S. 35.

„2019 betrug die durchschnittliche Kinderzahl pro Frau in Österreich 1,46. Mütter mit österreichischer Staatsangehörigkeit gebaren im Schnitt 1,35 Kinder. […] Besonders hoch war die Geburtenrate unter Syrerinnen (3,89), Nordmazedonierinnen (2,57) und Kosovarinnen (2,51). Frauen aus Afghanistan brachten durchschnittlich 2,42 Kinder zur Welt und Frauen aus Rumänien 2,22.“
ÖIF (Hrsg.), Frauen. Zahlen, Daten und Fakten zu Migration & Integration 2020 (2021), S. 60.

„Bildung kann nicht früh genug beginnen. In den letzten Jahren setzte sich die Erkenntnis durch, dass die Bildung in den ersten Lebensjahren eines Kindes wichtige Voraussetzungen für die zukünftige Entwicklung schafft. Die aktive Förderung der motorischen, emotionalen und kognitiven Fähigkeiten in der frühen Kindheit stellt eine Grundlage für spätere erfolgreiche Bildungsprozesse dar.“Statistik Austria (Hrsg.), Bildung in Zahlen 2019/20. Schlüsselindikatoren und Analysen (2021), S. 22.

„In Österreich waren im Jahr 2019 17 % der Bevölkerung armuts- oder ausgrenzungsgefährdet. Am höchsten war die Gefährdung unter Personen, die in Drittstaaten geboren wurden (41 %), am geringsten unter in Österreich geborenen Personen (13 %).“
Statistik Austria (Hrsg.), Migration & Integration. Zahlen.Daten.Indikatoren 2021 (2021), S. 11.

„Fast jede zweite Person mit Migrationshintergrund (47 %), deren Eltern lediglich einen Pflichtschulabschluss aufwiesen, verfügte 2014 ebenfalls über keinen höheren Bildungsabschluss. In der Bevölkerung ohne Migrationshintergrund wurde das niedrige Bildungsniveau weit weniger oft „vererbt“, nämlich nur zu gut einem Fünftel (22 %).“
Statistik Austria (Hrsg.), Migration & Integration. Zahlen.Daten.Indikatoren 2021 (2021), S. 52.

„2019 waren 17 % der Bevölkerung Österreichs (inkl. Kinder bis 15 Jahre) armuts- oder ausgrenzungsgefährdet, 13 % mehrfach. Im Ausland geborene Personen waren deutlich stärker betroffen (34 %) als die in Österreich geborene Bevölkerung (13 %).“
Statistik Austria (Hrsg.), Migration & Integration. Zahlen.Daten.Indikatoren 2021 (2021), S. 68.

„32 % der Kinder erhalten zu Hause von ihren Eltern keine oder nur selten Impulse durch Vorlesen und Erzählen. Die Hälfte der Eltern, die nicht oder nur selten vorlesen, wollen es eigentlich häufiger tun – aber es wird nichts daraus.“
Stiftung Lesen (Hrsg.), Der bundesweite Vorlesetag (2021), S. 3.

„Over one year of schooling (and age), the proficiency of disadvantaged children increases at least as much as that of children from more advantaged families (who tend to be more proficient to start with). Schooling, in other words, does not reinforce pre-existing inequalities and may instead contribute to reducing socio-economic gaps.” (ibidem, S. 25)
Francesco Avvisati u. a., The learning gain over one school year among 15-year-olds (2021), S. 25.

„Immigrant background is often one of the most relevant predictors of school drop-out, especially when associated with a low socio-economic background.“
Dr. Lucie Cerna u. a., The resilience of students with an immigrant background (2021), S. 16.

„Socio-economic background is one of the strongest determinants of students’ academic performance and general well-being.“
Dr. Lucie Cerna u. a., The resilience of students with an immigrant background (2021), S. 19.

„In most countries advantaged students generally experience more positive subjective well-being at school than their peers coming from more disadvantaged families.“
EENEE (Hrsg.), Quality of School Life and Student Outcomes in Europe (2021), S. 46.

„In 2018, just over one fifth (20.7 %) of all national citizens living in the EU-27 faced a risk of poverty and social exclusion, while the share for citizens of other EU Member States was somewhat higher (29.1 %). However, by far the highest risk was experienced by migrants who were non-EU citizens, as close to half (45.1 %) of this subpopulation were at risk of poverty or social exclusion.“
Eurostat (Hrsg.), Migrant integration statistics. 2020 edition (2021), S. 18.
In Österreich waren 2018 13,8 % der InländerInnen, 28,8 % der EU-AusländerInnen und 36,1 % der StaatsbürgerInnen von Drittstaaten von Armut oder sozialer Ausgrenzung bedroht. (Quelle: ibidem, Figure 4.1.)

„Across the EU-27, some 12.9 % of non-EU citizens faced severe material deprivation in 2018 compared with 6.6 % of citizens of other EU Member States and 5.7 % of national citizens.“
Eurostat (Hrsg.), Migrant integration statistics. 2020 edition (2021), S. 18.
In Österreich waren es 11,4 % der Angehörigen von Drittstaaten, 5,7 % für EU-AusländerInnen und 2,0 % der InländerInnen. (Quelle: ibidem, Figure 4.8.)

„In 2018, the EU-27 overcrowding rate was 16.6 % for national citizens, while it was somewhat higher (20.1 %) for citizens of other EU Member States and noticeably higher for non-EU citizens (34.5 %).“
Eurostat (Hrsg.), Migrant integration statistics. 2020 edition (2021), S. 18.
In Österreich betrug die Überbelegungsrate im Jahr 2018 unter InländerInnen nur 8,5 %, unter EU-AusländerInnen aber 25,1 % und unter Angehörigen von Drittstaaten sogar 43,3 %. (Quelle: Eurostat-Datenbank, Abfrage vom 2. Februar 2021.)

„An analysis for people aged 20‑64 years shows that in 2019 almost half (45.0 %) of non-EU citizens living in the EU‑27 had successfully completed at most a lower secondary level of education. In 2019, the share of citizens of other EU Member States with at most a lower secondary level of educational attainment stood at 27.7 % in the EU‑27. By contrast, the share of nationals residing in their Member State of citizenship who had no more than a lower secondary level of education was 19.5 %.“
Eurostat (Hrsg.), Migrant integration statistics. 2020 edition (2021), S. 78.
Im Jahr 2019 verfügten in Österreich von den 20- bis 64-jährigen InländerInnen 12 Prozent über keinen erfolgreichen Abschluss der Sekundarstufe II, von den EU-AusländerInnen 13 Prozent, von den StaatsbürgerInnen von Drittstaaten aber 39 Prozent. (Quelle: ibidem, Figure 3.2.)

„Across the EU‑27, around one in six (16.8 %) children whose parents were nationals were at risk of poverty in 2018, while this share was more than twice as high (39.3 %) for children who had at least one parent who was a non-national.“
Eurostat (Hrsg.), Migrant integration statistics. 2020 edition (2021), S. 94.
In Österreich waren es 11,8 %, bei denen, von denen mindestens ein Elternteil Ausländer war, mit 34,8 % fast drei Mal so viele. (Quelle: ibidem, Figure 4.6.)

„Mastering the language of the host country plays a key role in the occupational integration of adults, and is associated with positive employment outcomes such as finding a job and earnings, and for successful social integration. Immigrants’ language proficiency also has important consequences for the integration of their children as parents’ language skills influence the educational and occupational careers of their offspring.“
Dr. Johanna Fleckenstein u. a., Language as a Predictor and an Outcome of Acculturation. In: Dr. Annika Wilmers u. a., International Perspectives on School Settings, Education Policy and Digital Strategies (2021), S. 111.

„Despite many generous social policies and equality of access for all Danes, family influence on many child outcomes in Denmark is comparable to that in the U.S.“
Univ.-Prof. Dr. James Heckman u. a., Lessons for Americans from Denmark about inequality and social mobility (2021), S. 13.

„5,3 % of children in Europe are digitally deprived – understood as children living in a household that could not afford to have a computer and/or lived with adults who claimed they could not afford to have an Internet connection for personal use at home.“
Dr. Olaf Kapella u. a., The impact of technological transformations (2021), S. 2.

„Training for illiterate adults is the costliest type of programme, which may pay off only in the long run when the children of illiterate participants benefit from their parents’ learning in terms of higher educational attainment.“
OECD (Hrsg.), Language Training for Adult Migrants (2021), S. 30.

„Students whose parents reported 'spending time just talking to my child', 'eating the main meal with my child around a table' or 'discussing how well my child is doing at school' daily or nearly every day were between 22 % and 39 % more likely to report high levels of life satisfaction.“
OECD (Hrsg.), Learning from the Past, Looking for the Future (2021), S. 38.

„'Spending time just talking' is the parental activity most frequently and most strongly associated with students’ life satisfaction. And it seems to matter for performance too: students whose parents reported 'spending time just talking' were two-thirds of a school-year ahead in science learning, and even after accounting for social background, the advantage remains at one-third of a school year.“
OECD (Hrsg.), Learning from the Past, Looking for the Future (2021), S. 38.

„Students’ perceptions of how interested their parents are in them and in their school life is also related to their own attitudes towards education and their motivation to study, and those relationships are particularly strong among low-performing students.“
OECD (Hrsg.), Learning from the Past, Looking for the Future (2021), S. 38.

„PISA results show that, even after accounting for differences in performance and socio-economic status, girls who perceive that their parents encourage them to be confident in their abilities were 21 % less likely to report that they feel tense when they study on average across OECD countries.“
OECD (Hrsg.), Learning from the Past, Looking for the Future (2021), S. 39.

„There is firm research evidence showing that the most stable predictor of a student’s future success at school is his or her family background.“
OECD, Positive, High‑achieving Students (2021), S. 49.

„Longitudinal studies showed that childhood self-control, emotional stability, persistence, and motivation have long-term effects on health and labour market outcomes in adulthood. Some studies even found that these sorts of attitudes and behaviours are stronger predictors of long-term outcomes like college attendance, earnings, home ownership and retirement savings than test scores.“
OECD, Positive, High‑achieving Students (2021), S. 89.

„Alcohol use and educational outcomes are interrelated, and mediated by biological (e.g. cognitive function), behavioural (e.g. school attendance) and emotional or mental health factors (e.g. poor social connection).“
OECD (Hrsg.), Preventing Harmful Alcohol Use (2021), S. 161.

„Children from socio-economically disadvantaged families continue to be less likely than their more advantaged peers to participate in ECEC.“
OECD (Hrsg.), Starting Strong VI (2021), S. 18.

„ECEC is […] a powerful way to support immigrant, refugee and language-minority families, in terms of parents’ transition into the labour force, familiarisation with systems and culture in the receiving country and support for children’s learning, development and well-being.“
OECD (Hrsg.), Starting Strong VI (2021), S. 30.

„Data from the Programme for International Student Assessment (PISA) show that participation in at least one year of ECEC is associated with stronger performance in science at age 15 among students from immigrant families, and the benefits of earlier participation in ECEC is particularly strong for immigrant, compared to native, students.“
OECD (Hrsg.), Starting Strong VI (2021), S. 30.

„The positive impact of centre-based ECEC [Anm.: institutionelle vorschulische Bildung] on language skills is particularly concentrated among children from disadvantaged backgrounds.“
OECD (Hrsg.), Starting Strong VI (2021), S. 31.

„In general, children from socio-economically disadvantaged families are less likely than their more advantaged peers to participate in ECEC. […] The PISA 2018 data show that, on average across OECD countries, 86 % of students from socio-economically advantaged backgrounds attended ECEC for at least two years, whereas this was the case for 74 % of their less advantaged peers.“
OECD (Hrsg.), Starting Strong VI (2021), S. 31.

„In many countries, young children from socio-economically disadvantaged families and those with less-educated mothers are less likely to participate in formal ECEC than their peers from more advantaged or educated families.“
OECD (Hrsg.), Starting Strong VI (2021), S. 31f.

„Higher-income families tend to provide more stimulating and responsive interactions in the home-learning environment. These interactions foster children’s early cognitive skills as well as their socio-emotional skills.“
OECD (Hrsg.), Starting Strong VI (2021), S. 34.

„Supportive child-parent relationships generate healthy attachments and can positively affect children’s understanding and regulation of emotions, as well as their feelings of security and taste for exploration and learning. The Programme for International Student Assessment (PISA) and many other studies show that children whose parents engage in activities such as reading, writing words, telling stories and singing songs not only tend to achieve better reading and numeracy skills as they age, but they are also more motivated to learn.“
OECD (Hrsg.), Starting Strong VI (2021), S. 79.

„PISA results suggest that the older a child is at the time of arrival, the less likely it is to attain baseline levels of academic proficiency at age 15 in math, reading and sciences. […] Lower performance and reading levels put students with migrant parents at an over-proportionate risk of leaving school early and of facing subsequent unemployment.“
OECD (Hrsg.), Young People with Migrant Parents (2021), S. 9.

„In all PISA-participating countries and economies in 2018, girls reported much higher levels of reading enjoyment than boys. On average across OECD countries, the difference in reading for enjoyment between boys and girls was larger than half a standard deviation. […] Nevertheless, gender is not the only factor that shows differences in the reading enjoyment index within countries. On average across OECD countries, the difference in reading for enjoyment between students from advantaged and disadvantaged socio-economic backgrounds was about half a standard deviation in favour of advantaged students.“
OECD (Hrsg.), 21st-Century Readers (2021), S. 79.

„Parents play a crucial role in conveying positive attitudes towards reading at home beginning in a child’s early years. The day-to-day activities that parents undertake are highly correlated with children’s early learning and social-emotional development. Examples of these include reading to them almost every day when they are children and providing them with books. Furthermore, PISA data suggests that parents who are observed reading or who endorse the view that reading is pleasurable are associated with children’s reading activities at home, reading motivation and achievement.“
OECD (Hrsg.), 21st-Century Readers (2021), S. 88.

„In PISA 2018, the OECD average change in reading performance associated with one-unit increase in the PISA index of economic, social and cultural status was 36 points after accounting for gender.“
OECD (Hrsg.), 21st-Century Readers (2021), S. 114.
Die 36 Punkte entsprechen etwa einem Lernjahr.

„The first five years of every child‘s life are a period of great opportunity, but also one of risk. The cognitive and social-emotional skills that children develop in these early years have long-lasting impacts on their later outcomes throughout schooling and adulthood. […] The window for positive early learning closes when children are around seven years old, due to a sharp decrease in brain malleability at this point.“
Rowena Phair, MA, International Early Learning and Child Well-being Study. Assessment
Framework (2021), S. 9.

„If children have not developed core foundation skills at seven years-of-age, they are likely to struggle to progress well at school and are more likely to have social and behavioural difficulties in adolescence and in adulthood.“
Rowena Phair, MA, International Early Learning and Child Well-being Study. Assessment Framework (2021), S. 9.

„Children‘s test scores at the age of five better predict adult outcomes than those in primary school.“
Rowena Phair, MA, International Early Learning and Child Well-being Study. Assessment Framework (2021), S. 11.

„While the learning that occurs prior to school entry is more predictive of later outcomes than learning during the first year or two in school, the initial years of schooling can still alter children‘s later learning trajectories. […] Nonetheless, most children who have weak early skills do not entirely catch up with their peers who had stronger skills prior to starting school.“
Rowena Phair, MA, International Early Learning and Child Well-being Study. Assessment Framework (2021), S. 16.

„Recent research in neuroscience and brain development shows that the brain develops rapidly during children‘s early years. As they grow, these learning capacities slow down and the amount of effort it takes to learn new skills increases. High brain malleability early in life means that young children are especially sensitive to external stimuli, such as the types of interactions they have with their parents and other caregivers.“
Rowena Phair, MA, International Early Learning and Child Well-being Study. Assessment Framework (2021), S. 21.

„Gaps in learning between children from high and low socio-economic status families emerge early. Significant development disparities have been found among infants at 18 months of age. By 24 months, these development disparities have been found to be equivalent to 6 months of development. […] Mother‘s education levels, for example, have been shown to have a greater impact on children‘s outcomes than children‘s participation in ECEC, potentially being indicative of the quality of the home learning environment.“
Rowena Phair, MA, International Early Learning and Child Well-being Study. Assessment Framework (2021), S. 22.

„Parents are children‘s first teachers. The activities they undertake with their children such as reading to them, engaging them in warm and responsive interactions, and the frequent use of complex adult language creates a home learning environment that supports children‘s development of cognitive skills, self-regulation, social-emotional skills, and their sense of well-being.“
Rowena Phair, MA, International Early Learning and Child Well-being Study. Assessment Framework (2021), S. 23.

„If children have not had high quality home learning environments or access to high quality ECEC, the first year or two of schooling may be their last chance to have a positive trajectory in school and beyond. Children without sufficient foundational skills by seven years-of-age will struggle to succeed at school, as well as in adulthood.“
Rowena Phair, MA, International Early Learning and Child Well-being Study. Assessment Framework (2021), S. 27.

„Early oral language skills and self-regulation show very strong relationships with children‘s later outcomes, especially in relation to educational attainment and later socio-economic status. Social-emotional skills also show consistent relationships with later outcomes, including academic success.“
Rowena Phair, MA, International Early Learning and Child Well-being Study. Assessment Framework (2021), S. 30.

„Longitudinal research has consistently shown that early literacy skills are strongly predictive of later cognitive and educational outcomes. Early literacy skills are also associated with a range of positive social-emotional and economic outcomes throughout people‘s lives, as well as their overall sense of well-being. Children‘s emergent literacy skills are a fundamental determinant of their later success in schooling and beyond. Receptive language skills at age five are associated with competent reading by age 10, as well as education attainment in adolescence and adulthood. Emergent literacy levels predict later employment and earnings, and overall socio-economic status. The development of children‘s emergent literacy skills is also linked to upward social mobility.“
Rowena Phair, MA, International Early Learning and Child Well-being Study. Assessment Framework (2021), S. 31.

„In the early years, the most important components of emergent literacy are listening comprehension, vocabulary and phonological awareness. These are more predictive of children‘s later literacy skills than other literacy-related development, such as the level of reading and writing skills that children have developed at age 5.“
Rowena Phair, MA, International Early Learning and Child Well-being Study. Assessment Framework (2021), S. 32.

„Studies have shown that numeracy competence as assessed at school entry is the strongest predictor of later mathematical achievement and strongly predicts achievement in other academic domains. Better emergent numeracy skills in childhood are associated with higher socio-economic status in adulthood and with better self-reported health outcomes. […] Early numeracy comprises the ability to identify and understand numbers as well as the ability to count, and to perform simple arithmetic operations, such as addition, subtraction, multiplication and division, and to compare numerical magnitudes.“
Rowena Phair, MA, International Early Learning and Child Well-being Study. Assessment Framework (2021), S. 33.

„Self-regulation refers to the mental processes that enable individuals to plan, focus attention, remember instructions and juggle multiple tasks successfully. Early skills in selfregulation enable children to persist in achieving goals and to regulate their behaviour. […] The development of self-regulation skills in early childhood is associated with a wide range of positive outcomes, independent of cognitive ability. These include higher academic achievement, better labour-market outcomes as adults, including employment levels and earnings, better health outcomes and lower likelihood of involvement in crime.“
Rowena Phair, MA, International Early Learning and Child Well-being Study. Assessment Framework (2021), S. 34.

„Early self-regulation appears to be particularly important for low-income and at-risk children in achieving more successful outcomes in later life. The ability to self-regulate and sustain attention appears to provide a protective factor for these children, mediating the relationship between family socioeconomic status and other disadvantages and the children‘s later academic and wider life outcomes.“
Rowena Phair, MA, International Early Learning and Child Well-being Study. Assessment Framework (2021), S. 34.

„Research has shown that the involvement of parents and communities in the learning process of their children plays a prominent role in their overall success and well-being in schools.“
Alexandre Rutigliano u. a., Policy approaches and initiatives for the inclusion of gifted students in OECD countries (2021), S. 48.

„Concerning cognitive outcomes, it was shown that Waldorf students slightly outperform other Austrian students in reading and science but they perform slightly below the population mean in math. Considering that Waldorf students’ socioeconomic status (SES) is decisively higher than other students’ SES, these results indicate underachievement in Waldorf students as their actual achievement is lower than expected by their SES.“
Dr. Silvia Salchegger u. a., Explaining Waldorf students’ high motivation but moderate achievement in science. In: Large-scale Assessments in Education, (2021) 9:14, S. 6.

„According to Hattie the potential predictors of achievement reside in students themselves. Student’s gender, school absenteeism, early numerical and reading skills, preschool education, perceptions, attitudes and the frequency of speaking test language at home are some of the fundamental student-related factors presented in the literature.“
Univ.-Prof. Dr. Ekber Tomul u. a., The relative effect of student, family and school‑related factors on math achievement by location of the school (2021), S. 2.

„It is suggested that socioeconomic indicators such as parents’ highest education level, parents’ highest occupation level, family income and size are important determinants of achievement. There is high probability of families with a high level of the SES (Anm.: SES = socioeconomic status) to offer their children a better quality of academic support availability. Parents’ highest education level and family income are suggested to be the long-term determinants of achievement and specifically the parental education level is the most important reason for the difference in student achievement. It is remarked that the increase in family income leads to school achievement at every level of education and generally the children of poor family have lower achievement.“
Univ.-Prof. Dr. Ekber Tomul u. a., The relative effect of student, family and school‑related factors on math achievement by location of the school (2021), S. 4.

„In recent decades, the time parents spend with their children has been increasing in many countries, at least partly because of a growing understanding of the positive effects of parental time on children’s development.“
UNESCO (Hrsg.), Non-state actors in education (2021), S. 216.

„Parenting practices, such as reading to children, using complex language, responsiveness and warmth in interactions, are all associated with better developmental outcomes. Having someone read books to them is important for children and helps them develop and improve their reading skills.“
UNESCO (Hrsg.), Non-state actors in education (2021), S. 240

„In early childhood, responsive interaction that comes from playing, singing, talking and reading books serves a critical neurological function – it stimulates neural connections in the brain at a vital time of early childhood brain development. Research has shown that interactive stimulation from a caring adult can boost social and emotional development.“
UNICEF (Hrsg.), The State of the World’s Children 2021 (2021), S. 78.

„To achieve the best outcomes for all children, parenting programmes that help parents learn and apply their own core capacities, to mitigate the disadvantaged experience by children of parents with a lower level of education, are also needed.“
UNICEF (Hrsg.), What Makes Me? (2021), S. 14.

„Insgesamt hatten 2015 nur 6 % der Eltern von Volksschulkindern maximal einen Pflichtschulabschluss, bei einheimischen Kindern waren dies nur 3 %. […] Bei Migrant/innen der 1. und 2. Generation handelte es sich jeweils um 19 % mit maximal Pflichtschulabschluss.“
ÖIF (Hrsg.), Schule und Integration (September 2020), S. 7.

„In European OECD countries, children under the age of 3 in low-income households are one-third less likely to participate in early childhood education and care (ECEC) than those in high-income households.“
OECD (Hrsg.), Is Childcare Affordable (Juni 2020), S. 1.

„Since in many countries children from high-income families are much more likely to use childcare, universal or broadly available public childcare support often effectively redistributes towards families that are already well-off.“
OECD (Hrsg.), Is Childcare Affordable (Juni 2020), S. 10.

„Zwei Drittel der inländischen Studierenden in Österreich sind sogenannte ‚first generation students‘, da weder ihr Vater noch ihre Mutter einen Studienabschluss hat. Auch im Vergleich mit anderen europäischen Ländern ist der Anteil der Studierenden mit Eltern, die keine AkademikerInnen sind, in Österreich vergleichsweise hoch.“
IHS (Hrsg.), Studierenden-Sozialerhebung 2019 (2020), S. 117.

„Das wohl am häufigsten untersuchte Strukturmerkmal des häuslichen Lernumfelds stellt der sozioökonomische Status einer Familie (SES) dar. Umfassende Studien konnten den positiven Einfluss auf die mathematischen, naturwissenschaftlichen und sprachlichen Kompetenzen von Vorschulkindern belegen. Ebenso lassen sich Belege für den positiven Einfluss der mütterlichen bzw. elterlichen Bildung auf allgemeine kognitive, aber z. B. auch auf mathematische Kompetenzen von Vorschulkindern finden. Ein höherer SES sowie eine höhere elterliche Bildung gehen demnach mit einer höheren Kompetenz junger Kinder einher.“
Dr. Jana Kähler u. a., Naturwissenschaftliche Kompetenz von Vorschulkindern (2020), S. 5.

Deutschland: „Bundesweit sprachen 2019 22 % der 3- bis unter 6-jährigen Kinder, die eine Kindertageseinrichtung besuchen, in der Familie vorrangig nicht Deutsch und kamen so meist erst in der Kindertagesbetreuung verstärkt mit der deutschen Sprache in Berührung.“
KMK (Hrsg.), Bildung in Deutschland 2020 (2020), S. 8.
In Österreich waren es 32 %. (Quelle: Statistik Austria (Hrsg.), Kindertagesheim-Statistik 2019/20 (2020), S. 82.)

Deutschland: „Eine detailliertere Analyse nach Migrationsstatus verdeutlicht, dass Kindern, die selbst oder deren Elternteile beide zugewandert sind, deutlich weniger vorgelesen wird –auch unter Kontrolle des Bildungsabschlusses der Eltern.“
KMK (Hrsg.), Bildung in Deutschland 2020 (2020), S. 79.

„In Familien mit einem niedrigen Bildungsstand nimmt die Vermittlung von Kompetenzen über familiale Bildungsaktivitäten wie dem Vorlesen einen geringeren Stellenwert ein.“
KMK (Hrsg.), Bildung in Deutschland 2020 (2020), S. 79.

„Während 2015 deutschlandweit 18 % der 3- bis unter 6-jährigen Kinder in Tageseinrichtungen zu Hause vorrangig nicht Deutsch sprachen, waren es im Jahr 2018 21 % und 2019 bereits 22 % in dieser Altersgruppe.“
KMK (Hrsg.), Bildung in Deutschland 2020 (2020), S. 97.
In Österreich waren es 2019 bereits 32 %. (Quelle: Statistik Austria (Hrsg.), Kindertagesheim-Statistik 2019/20 (2020), S. 82.)

Deutschland: „Für den Großteil der Schülerschaft ist von einer Verringerung der sozialen Disparitäten und nicht von einem Schereneffekt auszugehen. Der Kompetenzrückstand der Schülerinnen und Schüler mit niedrigem gegenüber jenen mit hohem Sozialstatus wird von Jahrgangsstufe 5 zu 9 kleiner.“
KMK (Hrsg.), Bildung in Deutschland 2020 (2020), S. 150.

„66 % der türkischen und etwa 38 % der ex-jugoslawischen Migrantinnen verfügten nur über einen Pflichtschulabschluss.“
ÖIF, Frauen & Integration. Zahlen, Daten und Fakten 2019 (2020), S. 10.

„2018 betrug die durchschnittliche Kinderzahl pro Frau in Österreich 1,48. Mütter mit österreichischer Staatsangehörigkeit gebaren im Schnitt 1,37 Kinder. […] Besonders hoch war die Geburtenrate unter Syrerinnen (4,31), Afghaninnen (3,21) und Kosovarinnen (2,79).“
ÖIF, Frauen & Integration. Zahlen, Daten und Fakten 2019 (2020), S. 54.

„2017/18 stammten circa 60 % der Kinder in Kinderbetreuungseinrichtungen in Wien aus nichtdeutschsprachigen Familien, in Gesamtösterreich lag dieser Wert bei 33 %. Besonders hoch war der Anteil der Kinder mit nichtdeutscher Umgangssprache in Wien mit 66,1 % in Krippen und Kleinkindbetreuungseinrichtungen und mit 61,7 % in Kindergärten.“
ÖIF (Hrsg.), Wien. Zahlen, Daten und Fakten zu Migration & Integration (2020), S. 27.

„Im Schuljahr 2018/19 hatten 52,5 % der Schüler/innen in Wien eine andere Umgangssprache als Deutsch, im Bundesländervergleich ist das der mit Abstand höchste Wert. Im österreichweiten Durchschnitt hatten 26,5 % aller Schüler/innen eine nichtdeutsche Umgangssprache.“
ÖIF (Hrsg.), Wien. Zahlen, Daten und Fakten zu Migration & Integration (2020), S. 28.

„Bei Schüler/innen mit deutscher Umgangssprache, die zu Beginn des Schuljahres 2014/2015 bereits 14 Jahre alt waren, lag der Anteil jener, die zum Ende des Schuljahres 2016/17 die Pflichtschule noch nicht abgeschlossen haben, österreichweit bei 2,6%, in Wien bei 3,1%. […] Bei Schüler/innen mit nichtdeutscher Umgangssprache war der Anteil ohne Pflichtschulabschluss in Wien deutlich geringer (6,4%) als im österreichweiten Vergleich (8,1%).“
ÖIF (Hrsg.), Wien. Zahlen, Daten und Fakten zu Migration & Integration (2020), S. 29.

„Fast 66 Prozent der türkischen und 38 der ex-jugoslawischen Migrantinnen haben nur einen Pflichtschulabschluss.“
ÖIF (Hrsg), Zusammen, Ausgabe vom Frühjahr 2020, S. 21.

„Ein Drittel der Mütter des Jahres 2018 (33,8 %) war selbst im Ausland geboren, 30 % hatten eine ausländische Staatsangehörigkeit. […] Regional stach Wien hier stark heraus: So lag der Anteil der im Ausland geborenen Mütter 2018 in Wien bei 56,0%, jener der Mütter mit ausländischer Staatsangehörigkeit bei 49,8%.“
Statistik Austria online am 27. Februar 2020.

„Viele der befragten Eltern stehen dem Vorlesen kritisch gegenüber – es macht ihnen keinen Spaß, weil sie darin Anforderungen sehen, denen sie sich nicht gewachsen fühlen, z. B. dass sie ihre Stimme verstellen oder besonders gut vorlesen müssen. Der Hälfte der Eltern ist in der Kindheit nicht vorgelesen worden. Ihnen fehlt die Erfahrung, dass Vorlesen im Alltag aller Familien möglich ist.“
Dr. Jörg F. Maas, Hauptgeschäftsführer Stiftung Lesen. In: Stiftung Lesen (Hrsg.), Wie wird Vorlesen im Alltag möglich? Vorlesestudie 2020 (2020), S. 33.

„111.000 Kinder und Jugendliche (bis 19 Jahre) leben in überbelegten Haushalten, in denen teilweise Heizung oder Bad fehlen. […] 26.000 Kinder und Jugendliche bis 19 Jahre leben in Haushalten, die im Winter nicht angemessen warm beheizt werden können.“
Österreichische Liga für Kinder- und Jugendgesundheit (Hrsg.), Bericht zur Lage der Kinder- und Jugendgesundheit in Österreich 2020 (2020), S. 13f.

„Ergebnisse aus verschiedenen repräsentativen Schulleistungsuntersuchungen zeigen, dass Schülerinnen und Schüler mit Migrationshintergrund, deren Eltern mit ihnen zu Hause Deutsch sprechen, sowohl in Mathematik als auch Naturwissenschaften – auch nach Kontrolle des sozioökonomischen Status und des Bildungshintergrundes der Eltern – bessere Leistungen aufweisen als jene, deren Eltern nicht mit ihren Kindern zu Hause Deutsch sprechen.“
Univ.-Prof. Dr. Knut Schwippert u. a., TIMSS 2019. Mathematische und naturwissenschaftliche Kompetenzen von Grundschulkindern in Deutschland im internationalen Vergleich (2020), S. 293.

„32 % der Eltern mit 2- bis 8-jährigen Kindern haben in der Vorlesestudie 2019 angegeben, dass sie selten oder nie vorlesen.“
Stiftung Lesen (Hrsg.), Wie wird Vorlesen im Alltag möglich? Vorlesestudie 2020 (2020), S. 5.

„Tatsächlich wollen viele Eltern nicht vorlesen, vor allem weil es ihnen keinen Spaß macht und sie es nicht wichtig finden. Hinzu kommen Zweifel daran, ob das Vorlesen für ihre Kinder geeignet ist. Sie halten sie für zu jung, zu alt oder zu unruhig – und verweisen darauf, dass die Kinder selbst es nicht wollen.“
Stiftung Lesen (Hrsg.), Wie wird Vorlesen im Alltag möglich? Vorlesestudie 2020 (2020), S. 30.

„During the summer, a little more than half of students exhibit summer learning losses, while the other half exhibits summer learning gains. It is clear that the summer period is a particularly variable time for students. We find that some students can in fact maintain average school-year learning rates during the summer in the absence of formal schooling. Other students, however, will lose nearly as much as what is typically gained in the preceding school year. This remarkable variability in summer learning appears to be an important contributor to widening achievement disparities during the school-age years.“
Univ.-Prof. Dr. Allison Atteberry u. a., School's Out: The Role of Summers in Understanding Achievement Disparities (2020), S. 23.

„Our results show that summers contribute more to achievement disparities than school-years. […] The summer can be thought of as a counterfactual to schooling, giving us a window into how inequality would grow in the absence of schools’ influence.“
Univ.-Prof. Dr. Allison Atteberry u. a., School's Out: The Role of Summers in Understanding Achievement Disparities (2020), S. 28f.

„It is well documented that the language skills of preschool children differ substantially and that these differences are highly predictive of their later academic success and achievements. Especially in the early phases of children’s lives, the importance of different structural and process characteristics of the home learning environment (HLE) has been emphasized and research results have documented that process characteristics such as the quality of parental interaction behavior and the frequency of joint activities vary according to the socio-economic status (SES) of the family.“
Dr. Manja Attig u. a., What Impacts Early Language Skills? Effects of Social Disparities and Different Process Characteristics of the Home Learning Environment in the First 2 Years (2020), S. 1.

„Focusing on the first years of life, the family is seen as the most important learning environment and parenting behavior has been emphasized as particularly important for the development of children. Further, research showed that the early home learning environment also predicts the quality of the later home learning environment.“
Dr. Manja Attig u. a., What Impacts Early Language Skills? Effects of Social Disparities and Different Process Characteristics of the Home Learning Environment in the First 2 Years (2020), S. 2.

„Mothers with low levels of education and mothers in low-income households have been shown to provide their children with a less sensitive and less stimulating home learning environment. In addition, focusing on language stimulation behavior, findings showed that – for example – mothers with a high socio-economic status talked more to their children compared to lower SES (Anm.: socio-economic status) mothers. Further, differences according to the family’s SES were not only found for spontaneous speech and verbal communication but also with respect to the frequency and quality of joint book reading. […] Children living in low-income households have smaller vocabularies and more restricted language skills compared to their more advantaged peers.“
Dr. Manja Attig u. a., What Impacts Early Language Skills? Effects of Social Disparities and Different Process Characteristics of the Home Learning Environment in the First 2 Years (2020), S. 3.

„SES-related (Anm.: SES = socio-economic status) disparities in language skills are not only found in preschool or school age children but are also evident in even younger children below the age of 3 years. For example, interrelations between parental education as well as occupation with vocabulary were already shown in 18-month-old children; and at the age of 24 months, a 6-month gap in language processing skills was evident.“
Dr. Manja Attig u. a., What Impacts Early Language Skills? Effects of Social Disparities and Different Process Characteristics of the Home Learning Environment in the First 2 Years (2020), S. 3.

„Research results showed maternal sensitivity to be associated with speech comprehension and various milestones of language development. Thus, for example, the children of more sensitive mothers began to talk earlier and reached the milestone of a 50-word vocabulary at a younger age than children of less responsive mothers. In addition, maternal sensitivity at the age of 18 months predicted later language skills.“
Dr. Manja Attig u. a., What Impacts Early Language Skills? Effects of Social Disparities and Different Process Characteristics of the Home Learning Environment in the First 2 Years (2020), S. 4.

„Parental stimulation of child behavior has been demonstrated to foster child development; this facet of parenting behavior also includes a sensitive component as the parents have to read the child’s signals and to adapt their behavior to the child’s needs.“
Dr. Manja Attig u. a., What Impacts Early Language Skills? Effects of Social Disparities and Different Process Characteristics of the Home Learning Environment in the First 2 Years (2020), S. 4.

„Research findings showed that besides maternal responsivity at the age of 13 months, maternal verbal stimulation at the age of 24 months was associated with the children’s vocabulary progress.“
Dr. Manja Attig u. a., What Impacts Early Language Skills? Effects of Social Disparities and Different Process Characteristics of the Home Learning Environment in the First 2 Years (2020), S. 4.

„Whereas at the age of 14 months, maternal sensitivity seems to have a greater impact on vocabulary, the effect changed until the age of 36 months with maternal stimulation having a greater effect on vocabulary compared to sensitivity.“
Dr. Manja Attig u. a., What Impacts Early Language Skills? Effects of Social Disparities and Different Process Characteristics of the Home Learning Environment in the First 2 Years (2020), S. 13.

„Our results extend the findings of Bromley who showed that picture book reading at the age of 10 months was associated with the language skills of children at the age of 34 months. Our data add to this finding that already at the age of 7 months picture book reading is associated with later language development and that the effect still remains even when considering later joint picture book reading as well as other characteristics of the HLE (Anm.: home learning environment) within the same model.“
Dr. Manja Attig u. a., What Impacts Early Language Skills? Effects of Social Disparities and Different Process Characteristics of the Home Learning Environment in the First 2 Years (2020), S. 14.

„PISA results show that across the OECD countries, students who had attended ECEC tend to have higher scores in academic proficiencies at the age of 15. However, these differences in academic proficiencies between those who attended ECEC versus those who did not attend are almost nil when students’ socio-economic status (SES) is considered.“
Jaime Balladares u. a., Attendance in Early Childhood Education and Care Program (2020), S. 4.

„Findings from PISA 2015 indicate that the stratification of academic achievement by SES persist regardless of length of exposure to ECEC programmes. In other words, these results indicate that attendance in ECEC does not lead to reduce performance gap in later academic outcomes between advantaged and disadvantaged students. What is more, even the longest duration of ECEC attendance, i.e. students starting as early as ages one or two, does not achieve any perceivable decrease in the performance gap between the two groups of students.“
Jaime Balladares u. a., Attendance in Early Childhood Education and Care Program (2020), S. 19.

„Socio-economic background is still the most important determinant of educational outcomes in the EU, hindering a sizable share of young people in acquiring an adequate level of basic skills and preventing upward social mobility. Its impact is particularly strong in Hungary, Romania, Bulgaria, Luxemburg, Slovakia and France.“
EU-Kommission (Hrsg.), Education and Training Monitor 2020 (2020), S. 13.

„In education systems where the impact of students’ socio-economic background on their performance is already high at lower levels of education, this tends to remain high in later years as well.“
EU-Kommission (Hrsg.), Equity in school education in Europe (2020), S. 33.

„Research evidence shows that there are clear benefits for children who participate in ECEC (Anm.: ECEC = Early childhood education and care) in terms of their overall development and, more specifically, their academic performance. This finding is especially valid for disadvantaged students. […] Nevertheless, data from the EU-SILC Survey and PISA 2018 reveal that children from disadvantaged families participate less in ECEC.“
EU-Kommission (Hrsg.), Equity in school education in Europe (2020), S. 59.

„In all education systems, students differ from each other in their backgrounds, experiences, abilities and needs. Many countries try to cater for these differences by introducing differentiation into their education system. Differentiation is provided by grouping students based on their ability, interest, or other characteristics. Students may be grouped within classes, in different classes, schools or school programmes/pathways.“
EU-Kommission (Hrsg.), Equity in school education in Europe (2020), S. 75.

„We analysed more recent birth cohorts and found that inequality in completed education increased from cohorts born in 1960s to those born in 1985, and more so for women.“
Univ.-Prof. Dr. Juho Härkönen u. a., Educational Transitions and Educational Inequality. In: European Sociological Review, 2020, Vol. 36, No. 5, S. 714.

„Attainment not only depends on cognitive skills, but also on noncognitive traits (e. g. conscientiousness, perseverance, or self-control) that children from higher social backgrounds are better equipped with.“
Dr. Jan Paul Heisig u. a., Cross-national differences in social background effects on educational attainment and achievement. In: Compare, 2020, Vol. 50, No. 2, S. 167.

„On average across countries, just over one-third (35 %) of fourth grade students […] reported that they arrive at school feeling tired 'every day or almost every day'.“
IEA (Hrsg.), TIMSS 2019. International Results in Mathematics and Science (2020), S. 412.
In Österreich waren es sogar 44 %. (Quelle: ibidem, Exhibit 10.5.)

„Results from European studies as well as from assessments in the United States have consistently shown that there are two important learning environments in early childhood: the parental home and kindergarten. These environments not only provide the framework for development, they also offer learning opportunities and materials, activities, and support for young children to promote their social, cognitive, and emotional development.“
Dr. Jana Kähler u. a., The development of early scientific literacy gaps in kindergarten children. In: International Journal of Science Education 2020, Vol. 42, No. 12, S. 1988f.

„Early disparities in SL (Anm.: scientific literacy) or numeracy skills already exist in kindergarten and have an impact on children’s later life. […] Numerous studies have shown that features such as a lower SES (Anm.: socioeconomic status), a lower level of parental education, or a migration background negatively affected young children’s language skills their numeracy skills or their SL.“
Dr. Jana Kähler u. a., The development of early scientific literacy gaps in kindergarten children. In: International Journal of Science Education 2020, Vol. 42, No. 12, S. 1989f.

„Children with a higher number of books in the parental home had higher SL (Anm.: scientific literacy) in kindergarten than children with fewer books.“
Dr. Jana Kähler u. a., The development of early scientific literacy gaps in kindergarten children. In: International Journal of Science Education 2020, Vol. 42, No. 12, S. 1996.

„Our results illustrate the importance of early promotion und support, especially for children with lower SL (Anm.: scientific literacy). To get the best support for young children, this promotion should already start in kindergarten and should be followed up in school.“
Dr. Jana Kähler u. a., The development of early scientific literacy gaps in kindergarten children. In: International Journal of Science Education 2020, Vol. 42, No. 12, S. 2001.

„Studies have substantiated that immigrant parents pass on their academic expectations or aspirations, and this influences children’s educational motivation and achievement-related motivation. Further, parental involvement in students’ academic work and emotional support can positively affect students’ achievement.“
Yeeun Kim u. a., Parental Influences on Immigrant Students' Achievement-related Motivation and Achievement (2020), S. 1.

„Empirical studies have […] found that the relationship between parents’ SES (Anm.: socioeconomic status) or educational level and children’s academic achievement is mediated by parental beliefs and behavior. […] Most studies revealed that ethnic group differences in performance were related to SES differences. For instance, underperformance compared to native peers was found among Turkish and Caribbean immigrant students with relatively low SES in European countries, but overperformance was revealed for Asian immigrant students with relatively high SES in the U.S.“
Yeeun Kim u. a., Parental Influences on Immigrant Students' Achievement-related Motivation and Achievement (2020), S. 5.

„The finding of our meta-analysis emphasizes the important role of parents’ psychological engagement in immigrant students’ achievement-related motivation regardless of the parents’ SES (Anm.: socioeconomic status).”
Yeeun Kim u. a., Parental Influences on Immigrant Students' Achievement-related Motivation and Achievement (2020), S. 24.

„Differences in socioeconomic background are already shown in the language skills of 3-year-old children. Children from families with low socioeconomic status showed lower levels of oral language skills than children from more advantaged families. Within the language domain, vocabulary in particular is suggested to be related to family background.“
Dr. Anja Linberg u. a., Social disparities in the vocabulary of 2-year-old children and the mediating effect of language-stimulating interaction behavior (2020), S. 15.

„Children growing up in families with a low SES (Anm.: socioeconomic status) have smaller vocabularies and more restricted language skills compared to their peers from higher SES families. Already at the age of 18 months, Fernald and colleagues documented differences in productive vocabulary and language processing related to social background. At 2 years of age children from families differing in SES already showed a 6-month gap in language processing skills important to language development.“
Dr. Anja Linberg u. a., Social disparities in the vocabulary of 2-year-old children and the mediating effect of language-stimulating interaction behavior (2020), S. 15.

„Language-stimulating interaction behavior has been shown to differ according to the families’ education level. In particular, the amount of talking as well as the qualitative and interactive aspects of mothers’ speech differ according to her education level. Higher educated mothers talk more to their children and their language input to their children is suggested to be more supportive for language development compared to less educated mothers.“
Dr. Anja Linberg u. a., Social disparities in the vocabulary of 2-year-old children and the mediating effect of language-stimulating interaction behavior (2020), S. 17.

„Our results demonstrate that – already at the age of 26 months – the children’s productive vocabulary is significantly associated with maternal education. […] Compared to other characteristics of socioeconomic background, maternal education shows the strongest association with child’s vocabulary development.“
Dr. Anja Linberg u. a., Social disparities in the vocabulary of 2-year-old children and the mediating effect of language-stimulating interaction behavior (2020), S. 26.

„Even in a well-educated country such as Germany, at the age of 26 months disparities in vocabulary development by maternal education are already visible and that – associated with maternal education – children experience different frequencies of language-related joint attention episodes as a facet of language stimulating interaction behavior of their mothers.“
Dr. Anja Linberg u. a., Social disparities in the vocabulary of 2-year-old children and the mediating effect of language-stimulating interaction behavior (2020), S. 28.

„Families stimulate children’s language development through various activities and interactions during infancy. Several factors have been suggested as being of particular relevance: the frequency of stimulating activities, such as joint picture book reading, singing songs, or telling rhymes to a child, and the overall quality of interaction behavior in parent-child interactions, especially how sensitively the caregiver responds to the child’s signals.“
Dr. Anja Linberg u. a., The Early Years Home Learning Environment – Associations With Parent-Child-Course Attendance and Children’s Vocabulary at Age 3 (2020), S. 2.

„The vast majority of parents report that they begin reading to their children when they are around 6 months of age. Research shows that joint picture book reading with infants and toddlers and the early onset of reading is linked to children’s vocabulary.“
Dr. Anja Linberg u. a., The Early Years Home Learning Environment – Associations With Parent-Child-Course Attendance and Children’s Vocabulary at Age 3 (2020), S. 2.

„With regard to vocabulary, many children fall behind their peers already at young ages.  This is particularly challenging as vocabulary is linked to the development of receptive and productive oral language proficiency and reading skills and thus to opportunities for academic success and social participation.“
Dr. Anja Linberg u. a., The Early Years Home Learning Environment – Associations With Parent-Child-Course Attendance and Children’s Vocabulary at Age 3 (2020), S. 9.

„Of course, policies implemented by governments matter, but they need to be supported by families who engage in the education of their children, by students who believe that they can secure their future through education and by teachers and school leaders who are competent and trusted to deliver the desired outcomes.“
OECD (Hrsg.), Benchmarking the Performance of China's Education System (2020), S. 18.

„Finnish adults (25-64) have the highest formal learning participation of any European country and are 2.5 times more likely to take part in formal education than the EU-average (14.2 % vs. 5.8 %). While formal learning participation has decreased in Europe over the past decade, it has significantly increased in Finland.“
OECD (Hrsg.), Continuous Learning in Working Life in Finland, Getting Skills Right (2020), S. 50.

„The window for positive early learning closes when children are around seven years old, due to a sharp decrease in brain malleability at this point. Protective factors that support children’s development during this phase include regular, warm, stimulating interactions with their parents and other caregivers whereas risk factors that impede development include exposure to stresses, such as violence in the home and poor nutrition. […] If children have not developed core foundation skills at seven years of age, they will struggle to progress well at school and are more likely to have social and behavioural difficulties in adolescence and in adulthood.“
OECD (Hrsg.), Early Learning and Child Well‑being (2020), S. 18.

„The benefits of strong early learning are clearly evident at school entry, at the end of compulsory schooling and later in adulthood. Children who do not develop critical early skills such as emergent literacy or self-regulation, however, face enormous challenges in achieving well at school and in having positive outcomes during adulthood. […] Children’s test scores at the age of five better predict adult outcomes than those in primary school. Strong early learning appears to act as a foundation that, once consolidated during early schooling, then provides a protective and fertile base for greater skill development during the remaining school years and into adolescence and adulthood.“
OECD (Hrsg.), Early Learning and Child Well‑being (2020), S. 19.

„There is no trade-off between early learning and children’s happiness or indeed from a child’s perspective, between learning and play. Happy, healthy children are active and curious, and enjoy the natural processes of learning. These processes occur through interactions with family and other caregivers, and through different types of play. Through these experiences children learn about and actively explore their world, as they also develop their language and other cognitive skills, social-emotional skills, and physical skills.“
OECD (Hrsg.), Early Learning and Child Well‑being (2020), S. 20.

„Aspects of self-regulation such as attentiveness and task persistence among children starting school are positively associated with achievement in reading and mathematics throughout primary school. […] Self-regulation appears to be particularly important for boys and for children from low-income or at-risk families in predicting later education outcomes.“
OECD (Hrsg.), Early Learning and Child Well‑being (2020), S. 21.

„Self-regulation, agreeableness, visual-motor skills, and prosocial behaviour in early childhood all predict adult educational attainment, such as completing a degree. Both self-regulation and early agreeableness have been found to be associated with higher academic attainment in adulthood, even after adjusting for earlier cognitive ability. Early self-regulation has also been found to be a stronger predictor of degree completion by the age of 25 than early reading or maths scores.“
OECD (Hrsg.), Early Learning and Child Well‑being (2020), S. 21.

„Parents are children’s first teachers. The activities they undertake with their children such as reading to them and engaging them in warm and responsive interactions, and the frequent use of complex adult language creates a home learning environment which supports children’s development of cognitive skills, self-regulation, social-emotional skills, and their sense of well-being.“
OECD (Hrsg.), Early Learning and Child Well‑being (2020), S. 24.

 „High-quality teaching in the first year or two of school can result in children making rapid progress. However, most children who have weak early numeracy skills do not entirely catch up with their peers who started school with strong early skills in numeracy. High-quality early schooling can also accelerate children’s literacy skills and their self-regulation, although not with the same success as in mathematics, and again, these children do not entirely catch up with their peers who started with strong early skills in literacy.“
OECD (Hrsg.), Early Learning and Child Well‑being (2020), S. 25.

 „Violence against children can result in a number of adverse health outcomes apart from death and injury. It is linked to children engaging in risk behaviours (e.g. using drugs and alcohol) and can negatively affect child development.“
OECD (Hrsg.), Education in the Digital Age (2020), S. 26.

„In 2017, 11.6 % of OECD households were living in overcrowded conditions, on average – based on a definition that takes into account the different needs of different household members.“
OECD (Hrsg.) How’s Life? 2020 (2020), S. 78.
In Österreich waren es 12,3 %. (Quelle: ibidem)

„Fifteen year-old students whose parents have only attained a primary level of education perform worse on PISA assessments in reading (OECD average of 417), as compared to their classmates whose parents have a secondary (463) or tertiary (489) education.“
OECD (Hrsg.) How’s Life? 2020 (2020), S. 125.
Österreichs Werte: 418, 481 und 497. (Quelle: ibidem, Figure 6.11.)

„Sweden continues to devote particular attention to the language acquisition of immigrants. A recent governmental initiative intends to improve the knowledge of the Swedish language for non-working parents with young children.“
OECD (Hrsg.), International Migration Outlook 2020 (2020), S. 97.

„Integration efforts aimed at young children are reinforced in Denmark […], with a focus on learning Danish. Measures include mandatory early childhood day care, language classes before entering school, and strengthening incentives for parents through facilitated parental leave as well as a potential withdrawal of child allowances. Since 2019, students in schools where more than 30 % of students are from residential areas identified as 'ghettos' must take language tests.“
OECD (Hrsg.), International Migration Outlook 2020 (2020), S. 108.

„Students participating in PISA whose parents report 'spending time just talking to my child', 'eating the main meal with my child around a table' or 'discussing how well my child is doing at school' daily or nearly every day are between 22 % and 39 % more likely to report high levels of life satisfaction. 'Spending time just talking' is the parental activity most frequently and most strongly associated with students’ satisfaction with life. […] Students whose parents report 'spending time just talking' are the equivalent of two-thirds of a school year ahead in science performance. Even after accounting for socio-economic status, these students are still one-third of a school year ahead.“
OECD (Hrsg.), TALIS 2018. Insights and Interpretations (2020), S. 49.

„A growing body of evidence shows that children and youth perform better at school when their parents support their learning at home. The long-term benefits for children are not limited to academic performance, but also include their social and emotional development, their attitudes towards learning, their enjoyment of learning and later integration in society.“
OECD (Hrsg.), What Students Learn Matters: Towards a 21st Century Curriculum (2020), S. 46.

„Studies show that belonging to a lower social, educational or income status group is likely to be associated with a lower general well-being among students. Further, the socio-economic background of families correlates with social resources and the extent of family support. Inequalities in well-being usually follow a social gradient, i.e., lower socio-economic family status (low parental education, occupational status or income) is often associated with lower well-being among young people.“
Prof. Dr. Katharina Rathmann u.a., Critical Events throughout the Educational Career: The Effect of Grade Retention and Repetition on School-Aged Children’s Well-Being (2020), S. 4.

„Students of Turkish origin appear to be particularly disadvantaged. One reason for this disadvantage could be that despite having grown up in Germany, a large proportion of ethnic minority students use a minority language in their everyday communication with parents and, to a lesser extent, with friends and classmates.“
Julian Seuring u. a., Ethnic Classroom Composition and Minority Language Use among Classmates: Do Peers Matter for Students’ Language Achievement? In: European Sociological Review, 2020, Vol. 36, No. 6, S. 922

„Findings on the individual level indicate that favourable aspirations and resources within the family do not compensate for the negative effects of minority language use at home.
Julian Seuring u. a., Ethnic Classroom Composition and Minority Language Use among Classmates: Do Peers Matter for Students’ Language Achievement? In: European Sociological Review, 2020, Vol. 36, No. 6, S. 924.

„The available evidence suggests that SES gaps in cognitive and academic achievement are profound already before children enter school and either remain constant or only slightly increase during schooling.“
Univ.-Prof. Dr. Jan Skopek, Socioeconomic Inequality in Children’s Achievement from Infancy to Adolescence. The Case of Germany (2020), S. 3.

„The strongest link found was between happiness and time spent with family. This is consistent with other research showing the importance of family relationships for children.“
UNICEF (Hrsg.), Worlds of Influence. Understanding What Shapes Child Well-being in Rich Countries (2020), S. 21.

„Education spending by governments is strongly linked to intergenerational educational mobility.“
World Economic Forum (Hrsg.), The Global Social Mobility Report 2020 (2020), S. 16.

„The first 1,000 days of a child’s life represent an enormous opportunity as parental capital represents the bedrock of the development of children’s educational attainment and future employment. Parental involvement in children’s education can counter-balance the effects of a child’s socio-economic background assuming parents with low income are not held back from contributing their time by structural barriers.“
World Economic Forum (Hrsg.), The Global Social Mobility Report 2020 (2020), S. 16.

„Supporting the early development of cognitive, social and emotional skills has long-lasting positive effects on educational attainment, employment and income. Evidence shows that intervening early on in children’s lives is one of the most effective ways to prevent inequalities from accumulating or becoming entrenched later in life.“
World Economic Forum (Hrsg.), The Global Social Mobility Report 2020 (2020), S. 30.

„Im Kindes- und Jugendalter haben Schlafstörungen in den letzten Jahren zugenommen. Ungefähr jedes 5. Kind hat Schlafschwierigkeiten und Jugendliche aus sozial schwächeren Familien sind dabei einem erhöhten Risiko ausgesetzt. Dies waren Ergebnisse einer Studie des Forschungszentrums für Zivilisationserkrankungen (LIFE Child) der Universität Leipzig.“
www.news4teachers.de am 3. November 2019.

„There are large socioeconomic disparities in children‘s WM skills (Anm.: Working Memory skills), such that children from lower-socioeconomic-status households have lower WM than their more advantaged peers.“
Dr. Jenna E. Finch, Do Schools Promote Executive Functions? Differential Working Memory Growth Across School-Year and Summer Months. In: AERA Open, April-June 2019, Vol. 5, No. 2, S. 1.

„The first 2 years of school may provide a unique window of opportunity to boost the WM skills (Anm.: Working Memory skills) of children from low-income families.“
Dr. Jenna E. Finch, Do Schools Promote Executive Functions? Differential Working Memory Growth Across School-Year and Summer Months. In: AERA Open, April-June 2019, Vol. 5, No. 2, S. 11.

„Die in Wien lebenden Personen mit Migrationshintergrund waren in der niedrigsten Bildungsschicht mit nur Pflichtschulabschluss überproportional vertreten (24,8 %). Besonders hoch ist der Anteil bei Türk/innen mit 54,0 %.“
ÖIF, Wien. Zahlen, Daten und Fakten zu Migration & Integration, 2018 (2019), S. 6.

„Der mittlere sozioökonomische berufliche Status (HISEI) liegt in Deutschland mit 51.8 Punkten in der Nähe des OECD-Durchschnitts von 52.4 Punkten. […] Besonders hoch und signifikant über dem OECD-Mittelwert liegt der mittlere sozioökonomische berufliche Status in den skandinavischen Staaten (Norwegen, Island, Dänemark, Schweden und Finnland) sowie in Israel. Der mittlere HISEI Norwegens stellt mit 61.6 Punkten den höchsten der OECD-Staaten dar. Ebenfalls sehr hohe Mittelwerte finden sich im Vereinigten Königreich, in Kanada, Neuseeland und Australien. In 13 OECD-Staaten liegt der mittlere sozioökonomische berufliche Status signifikant unter dem OECD-Durchschnitt, beispielsweise in Tschechien, in der Slowakei, in Chile, Kolumbien und Mexiko.“
Univ.-Prof. Dr. Kristina Reiss u.a., PISA 2018. Grundbildung im internationalen Vergleich (2019), S. 136.
Österreich gehört mit nur 50,8 Punkten zu den 13 OECD-Staaten, die sich signifikant unter dem OECD-Durchschnitt befinden. (Quelle: ibidem, Abbildung 6.1.)

Deutschland: „Sowohl an Gymnasien als auch an nichtgymnasialen Schulen hat sich im Untersuchungszeitraum [2012 bis 2018] ferner der durchschnittliche Anteil an Schülerinnen und Schülern mit Zuwanderungshintergrund erhöht, während der mittlere so­zioökonomische Status der Schülerschaft weitgehend stabil geblieben ist.“
Prof. Dr. Petra Stanat u. a., IQB-Bildungstrends 2018. Mathematische und naturwissenschaftliche Kompetenzen am Ende der Sekundarstufe I im zweiten Ländervergleich (2019), S.153.

„By preparing children to pay attention, follow rules, and actively engage in learning, executive functions are fundamental to learning readiness and school success. The development of executive function begins early and, like other elements of self-regulation, can be intentionally nurtured in early childhood, family, and school settings.“
Dr. Pamela Cantor u. a., Malleability, plasticity, and individuality: How children learn and develop in context. In: Applied Developmental Science, 2019, Vol. 23, No. 4, S. 314.

„Warm, caring, supportive student-teacher relationships, as well as other child-adult relationships, are linked to better school performance and engagement, greater emotional regulation, social competence, and willingness to take on challenges.“
Univ.-Prof. Dr. Linda Darling-Hammond u. a., Implications for educational practice of the science of learning and development (2019), S. 102.

„Unusually high rates of maladaptive behaviors are found among affluent youth beginning around seventh grade, including substance abuse, eating disorders, and even suicide attempts. These are thought to be a function of high rates of stress associated with a culture of competition and peer pressure, coupled with inattentive or permissive parenting in the context of depersonalized school settings.“
Univ.-Prof. Dr. Linda Darling-Hammond u. a., Implications for educational practice of the science of learning and development (2019), S. 105.

„Evidence shows that high-quality childcare can compensate for the lack of the richer cultural and educational environment provided to young children in middle-class homes.“
EU-Kommission (Hrsg.), A note on early childhood education and care participation by socio-economic background (2019), S. 5.

„The bulk of the private school intake is from well-off families with substantial cultural capital and a high degree of parental support and motivation. Accordingly, the great majority are likely to be well behaved in the classroom and aspirational, thereby creating a mutually encouraging and competitive atmosphere.“
Univ.-Prof. Dr. Francis Green u. a., Engines of Privilege (2019), S. 8.

„Sweden’s education system has enjoyed an international reputation for valuing equality highly. In recent years, however, a situation with falling school results and increased differences between social groups has led to questioning of the standard and legitimacy of the formal school system.“
Univ.-Prof. Dr. Stina Hallsén u. a., Teacher or friend? – consumer narratives on private supplementary tutoring in Sweden as policy enactment. In: Journal of Education Policy, 34:5 (2019), S. 632.

„It appears that the cumulative total of gap growth, across every school year and summer from kindergarten through eighth grade, is considerably smaller than the gaps that have already opened before kindergarten begins.“
Univ.-Prof. Dr. Paul T. von Hippel u. a., Do Test Score Gaps Grow Before, During, or Between the School Years? In: Sociological Science 6 (2019), S. 44f.

„Reading and math gaps grow substantially more in the first five years of life than they do in the nine years after school begins. This finding is consistent with neurocognitive research showing that the brain is more plastic at younger ages.“
Univ.-Prof. Dr. Paul T. von Hippel u. a., Do Test Score Gaps Grow Before, During, or Between the School Years? In: Sociological Science 6 (2019), S. 75.

„During early childhood, the relationships between socio-economic risk factors and children’s reading and mathematics achievement are more pronounced. […] Studies in line with the bioecological theory by Bronfenbrenner and Morris mention the proximal processes of the home learning environment (e.g. low cognitively stimulating parenting such as rare joint book reading or rare board game play, low maternal sensitivity, for example no prompt responses to children’s needs, or rare physical affection) as a reason for the relationships between social disparities and children’s competencies.“
Univ.-Prof. Dr. Katharina Kluczniok u. a., Relations between socio-economic risk factors, home learning environment and children’s language competencies. In: European Educational Research Journal 2019, Vol. 18(1), S. 86.

„The general assumption is that the home learning environment directly influences children’s competencies. […] The home learning environment (measured as home literacy, e.g. frequency of shared book reading, number of children’s books) is positively associated with children’s vocabulary at age three as well as to other emerging literacy skills at the end of preschool (e.g. grammar, knowledge of letters).“
Univ.-Prof. Dr. Katharina Kluczniok u. a., Relations between socio-economic risk factors, home learning environment and children’s language competencies. In: European Educational Research Journal 2019, Vol. 18(1), S. 87.

„Cultural activities can be seen as a special indicator of the home learning environment because they are different from the everyday activities of the family (e.g. role playing, picture book reading), take place outside the families, and require financial and time resources. Moreover, such activities are an expression of specific lifestyle as well as cultural taste and practice, and are an investment in the cultural capital of the children.“
Univ.-Prof. Dr. Katharina Kluczniok u. a., Relations between socio-economic risk factors, home learning environment and children’s language competencies. In: European Educational Research Journal 2019, Vol. 18(1), S. 88.

„Children with more socio-economic risk experiences and low-stimulating home learning environments in early childhood display a smaller vocabulary and worse grammar skills.“
Univ.-Prof. Dr. Katharina Kluczniok u. a., Relations between socio-economic risk factors, home learning environment and children’s language competencies. In: European Educational Research Journal 2019, Vol. 18(1), S. 98.

PIAAC: „25 % of adults whose parents had less than an upper secondary education achieved the lowest scores compared to only 5 % of those whose parents had a tertiary education.“
OECD (Hrsg.), Changing the Odds for Vulnerable Children (2019), S. 19.

„A number of studies suggest that children from lower socio-economic status families experience particular benefits in the areas of cognitive and social skills development compared to peers from higher socio-economic backgrounds. Participation in ECEC can influence parents to engage more frequently in cognitively stimulating and less passive activities with their children, helping to close the gap between disadvantaged children and children from non-disadvantaged families.“
OECD (Hrsg.), Changing the Odds for Vulnerable Children (2019), S. 20.

„In OECD countries, children are overrepresented in income poor households: on average, one in seven children live in income poverty. Child poverty has been on the rise in about two-thirds of OECD countries since the 2008 financial crisis, partly due to the negative impact on employment for the most vulnerable populations.“
OECD (Hrsg.), Changing the Odds for Vulnerable Children (2019), S. 58.
In Österreich sind es 14,9 % der Unter-18-Jährigen gegenüber 13,3 % der gesamten Bevölkerung (Stand 2019; Quelle: Eurostat-Datenbank, Abfrage vom 11. November 2020.)

„One-third of children in European OECD countries experience deprivation in leisure activities that incur a financial cost, such as weekly sports or music instruction or a yearly one-week holiday.“
OECD (Hrsg.), Changing the Odds for Vulnerable Children (2019), S. 61.
Auch in Österreich betrifft dies 33,7 % aller SchülerInnen. (Quelle: ibidem, Figure 3.4.)

„Material deprivation is considered severe if children are deprived in at least four of seven dimensions (nutrition, clothing, educational materials, housing conditions, social environment, leisure opportunities and social opportunities). One in six children in European OECD countries is subject to severe material deprivation, although with a large variance across countries.“
OECD (Hrsg.), Changing the Odds for Vulnerable Children (2019), S. 62.
In Österreich betrifft dies 10,2 % aller 6- bis 15-Jährigen. (Quelle: ibidem, Figure 3.5.)

„Children from more educated families seem protected from leaving school at lower secondary level or earlier. Such children are six times less likely to drop out at this early stage, compared with students whose parents have a lower educational background.“
OECD (Hrsg.), Changing the Odds for Vulnerable Children (2019), S. 68.

„The brain develops faster and has a higher plasticity during early childhood than at any other point in life; children are therefore particularly responsive to the interactions they experience over this period. The benefits of early learning go well beyond academic achievement.“
OECD (Hrsg.), Changing the Odds for Vulnerable Children (2019), S. 74.

„Increasing evidence suggests parental use of mobile devices adversely affects childparent interactions. In the United States, 51 % of US adolescents (13-17 years old) said their parents were 'often' (14 %) or 'sometimes' (34 %) distracted by their cell phone during attempts to have a face-to-face conversation.“
OECD (Hrsg.), Changing the Odds for Vulnerable Children (2019), S. 114.

„Extreme Internet use among young people is common in OECD countries. On average, 24 % of 15-year-olds spend more than 6 hours a day on the Internet on weekend days, and a figure that is as high as 43 % in Chile and 37 % in the United Kingdom. Culture may play a role in the extent to which children spend long periods of time online, with the lowest share of extreme users among children in Japan and Korea. The level of educational achievement of parents also seem to be associated with extreme Internet use, with children of highly educated parents less likely to be extreme Internet users in most countries.“
OECD (Hrsg.), How's Life in the Digital Age (2019), S. 60f.

„Austria has become an immigration country following economic and geopolitical developments before and after the fall of the Berlin wall. More than 15 % of the resident population is born abroad and, as of 2018, 16 % was of foreign nationality against 10 % a decade earlier. If natives with foreign-born parents were taken into consideration, around one third of the population is of migrant origin. Baseline demographic projections posit that the net immigration rate - which was around 0.8 % of the total population in 2016 - is expected to stay about this level in the coming decade, gravitating at around 0.6 % by 2030, before gradually declining in the following decades and stabilising at around 0.2 % by 2060. These projections are subject to upward and downward risks, in particular under EU mobility. Integration of immigrants raises challenges for some groups, especially for those who arrived in Austria with low educational capital - in both recent and more distant past. Their integration and well-being depend primarily on their labour market position, which in turn depends strongly on their education and skills. The average schooling background of migrants is not lower than in other countries, however, their position in the Austrian labour market is generally less favourable. They are more concentrated in low-skill occupations, are less represented in higher-skilled positions, and a larger proportion of them are overqualified for their present occupation.”
OECD (Hrsg.), OECD Economic Surveys. Austria 2019 (2019), S. 33f.

„In all 33 countries that participated in the Survey of Adult Skills (PIAAC), adults with more-educated parents were considerably more likely to complete tertiary education than adults with less-educated parents. On average across the countries that participated in the survey, adults with at least one tertiary-educated parent were 11 times more likely to complete tertiary education than adults whose parents had not completed upper secondary school.“
OECD (Hrsg.), PISA in Focus 99 (August 2019), S. 3.
Im internationalen Mittel lautet das Chancenverhältnis 1:11, in Österreich 1:7. (Quelle: OECD (Hrsg.), Equity in Education (2018), Figure 2.15)

„Das Elternhaus spielt im Sinne der ‚Vererbung‘ eine entscheidende Rolle. So haben die Bildungsvoraussetzungen der Eltern einen großen Einfluss auf die Lesekompetenz und Lesemotivation von Schüler/innen, das zeigt die Internationale Grundschul-Lese- Untersuchung (IGLU). Dabei muss die ‚Vererbung‘ elterlicher Bildung nicht nur als starre Konstellation gesehen werden, es gibt durchaus eine aktive Komponente. ‚Vererbt‘ werden kann Lesekompetenz und Spaß am Lesen nämlich durch das elterliche Vorlesen, wie die deutsche Vorlesestudie 2018 zeigt.“
Mag. Dr. Christine Geserick. In: ÖIF (Hrsg.), „beziehungsweise“ vom Mai 2019, S. 6f

„Das Lesenlernen fällt den Kindern umso leichter, je öfter ihnen von ihren Eltern vorgelesen wird. Das zeigt die Kreuzung der Daten zu den Hürden beim Lesenlernen (z. B. ‚Findest du es eher leicht oder schwer, dir das vorzustellen, was da steht?‘) und der elterlichen Vorleseintensität (zwischen ‚täglich‘ und ‚nie‘). Von jenen, denen täglich vorgelesen wird, empfinden nur 26 % der Kinder Hürden beim Lesenlernen, von jenen, denen ‚nie‘ vorgelesen wird, sind es hingegen 73 %.“
Mag. Dr. Christine Geserick. In: ÖIF (Hrsg.), „beziehungsweise“ vom Mai 2019, S. 7

„Besonders für Buben, die insgesamt häufiger von Problemen beim Lesenlernen berichten als Mädchen, macht das elterliche Vorlesen einen großen Unterschied für den eigenen Leseerfolg, sie profitieren noch mehr als Mädchen. Auch ist interessant, dass nicht nur das Lesen selbst leichter gelingt, sondern Schüler/innen mit Vorleseerfahrung lieber zur Schule gehen als andere.“
Mag. Dr. Christine Geserick. In: ÖIF (Hrsg.), „beziehungsweise“ vom Mai 2019, S. 7

„Die soziale Herkunftsschicht spielt eine bedeutende Rolle für das Freizeitverhalten: Jugendliche aus den unteren sozialen Schichten surfen häufiger im Netz, gamen oder sehen regelmäßiger fern als Gleichaltrige aus den höheren Schichten. Letztere liegen stattdessen bei ‚aktiven‘ Beschäftigungen wie Sport, Lesen oder Kreativität vorn.“
Univ.-Prof. Dr. Mathias Albert, Jugend 2019 – 18. Shell Jugendstudie: Eine Generation meldet sich zu Wort (2019), S. 30.

„Kinder aus Elternhäusern mit niedrigerem Bildungsstand verfügen im Mittel über weniger non-kognitive Fähigkeiten als Kinder aus höher gebildetem Elternhaus.“
Bertelsmann Stiftung (Hrsg.), „Zwischen Bildung und Betreuung“ (2019), S. 35

„Während das Bildungsniveau der Eltern der getesteten Kinder zwischen 2006 und 2016 deutlich stieg, blieb die Lesekompetenz der Kinder auf annähernd gleichem Niveau. Gleichzeitig stieg die durch die soziodemografischen Merkmale der Schüler/innen erklärte Varianz, was auf kleiner werdende Chancengerechtigkeit hindeutet.“
BIFIE (Hrsg.), Lesekompetenz der 10-Jährigen im Trend (2019), S. 8.

„Es zeigt sich die Tendenz, dass Faktoren wie elterliche Bildung, kulturelles Kapital und Migration zusammen einen größeren Einfluss auf die Leseleistung haben als noch zehn Jahre zuvor.“
BIFIE (Hrsg.), Lesekompetenz der 10-Jährigen im Trend (2019), S. 141.

„Der mittlere Leistungsunterschied zwischen Kindern, deren Eltern einen Hochschulabschluss haben, und Kindern, deren Eltern maximal einen Pflichtschulabschluss aufweisen, beträgt 119 Punkte. […] Diese deutlichen Kompetenzunterschiede nach dem Bildungsabschluss der Eltern sind am Ende der Volksschule damit noch stärker ausgeprägt als am Ende der Sekundarstufe 1.“
BIFIE (Hrsg.), „Standardüberprüfung 2018. Mathematik, 4. Schulstufe. Bundesergebnisbericht“ (2019), S. 67

„Die Eltern von 6 % der Kinder haben maximal Pflichtschulabschluss. Dieser Anteil an Kindern aus bildungsfernen Elternhäusern ist unter Migrantinnen und Migranten mit 19 % deutlich erhöht, bei Einheimischen und bei Zuwanderern aus Deutschland beträgt dieser Anteil nur 3 % bzw. 4 %.“
BMBWF (Hrsg.), „Nationaler Bildungsbericht Österreich 2018. Band 1“ (2019), S. 27

„Während sich der Anteil der SchülerInnen mit anderer Umgangssprache im EU- bzw. OECD-Schnitt innerhalb von einer Generation von rund 60 % auf etwa 40 % verringert (also um ein Drittel), verringert sich ihr Anteil in Österreich von der 1. auf die 2. Generation nur leicht von 77 % auf 73 %. Das heißt, dass in Österreich sowohl unter den neu zugewanderten SchülerInnen als auch unter jenen Kindern, die schon in der 2. Generation im Land leben, zu nahezu gleichen Anteilen zu Hause eine andere Sprache als Deutsch gesprochen wird (77 % in 1. Generation, 73 % in 2. Generation).“
Expertenrat für Integration (Hrsg.), Integrationsbericht 2019 (2019), S. 32.

„Ein zentraler Aspekt der Lebenswelt von Jugendlichen ist das Zusammenleben in der Familie. Verschiedene Studien zeigen, dass viele der bedeutsamsten Risiko- und Schutzfaktoren für die Entwicklung von gewalttätigem und delinquentem Verhalten in der Familie zu lokalisieren sind. Insbesondere die elterliche Erziehung stellt einen wichtigen Einflussfaktor auf die soziale, psychische und emotionale Entwicklung von Kindern und Jugendlichen dar.“
KFN (Hrsg.), „Jugendliche in Niedersachsen. Ergebnisse des Niedersachsensurveys 2017“ (2019), S. 120

„In einer seiner wohl extremsten Formen äußert sich defizitäres Erziehungsverhalten im Einsatz physischer Gewalt. Die kriminologische Forschungsliteratur zeigt, dass familiale Gewaltopfererfahrungen in Form von Elterngewalt keineswegs eine Seltenheit sind.“
KFN (Hrsg.), „Jugendliche in Niedersachsen. Ergebnisse des Niedersachsensurveys 2017“ (2019), S. 120

„Eltern, die Gewalt anwenden, sind Verhaltensvorbilder, die gewalttätiges Verhalten als legitimes Mittel der Konfliktlösung modellieren. Zahlreiche Studien belegen, dass Kinder und Jugendliche, die Gewalt von Seiten ihrer Eltern erfahren, ein deutlich höheres Risiko haben, später selbst Gewalt auszuüben.“
KFN (Hrsg.), „Jugendliche in Niedersachsen. Ergebnisse des Niedersachsensurveys 2017“ (2019), S. 120f

„Die Anzahl der Familien mit einem oder mehreren Kindern unter 15 Jahren ist von 2008 bis 2018 um rund 17.900 zurückgegangen, das entspricht einem Rückgang von 2,3 %. Die Anzahl der Alleinerziehenden mit Kindern unter 15 Jahren ist in diesem Zeitraum um 13,4 %, die der Ehepaare mit Kindern in dieser Altersgruppe um 4,0 % zurückgegangen, die Anzahl der nichtehelichen Lebensgemeinschaften mit Kindern unter 15 Jahren ist hingegen um 17,0 % angestiegen.“
ÖIF (Hrsg.), Familien in Zahlen 2019 (2019), S. 11.

„2018 waren 16,0 % der Haushalte bzw. 14,3 % der Bevölkerung armutsgefährdet. Unter den Alleinerziehenden Haushalten mit zumindest einem Kind unter 18 Jahren waren 35,7 % armutsgefährdet. 37,8 % der Personen, die als Kind oder als Elternteil in einem solchen Haushalt leben, waren armutsgefährdet. […] 22,9 % der Haushalte, in denen das jüngste Kind unter 3 Jahre alt war, waren 2018 von Armut gefährdet. Von den Personen, die 2018 in einem Haushalt lebten, in dem das jüngste Kind unter 3 Jahre alt war, waren 22,5 % armutsgefährdet. 17,5 % der Haushalte mit zumindest 1 Kind unter 18 Jahren waren armutsgefährdet, von den Personen, die in einem solchen Haushalt lebten, betraf es 17,4 %.“
ÖIF (Hrsg.), Familien in Zahlen 2019 (2019), S. 79.

„2017 hatten nur noch knapp 15% der österreichischen Frauen ausschließlich einen Pflichtschulabschluss, der Wert bei Frauen ausländischer Staatsangehörigkeit lag noch bei 28%. […] Knapp 66% der türkischen und fast 40% der ex-jugoslawischen Migrantinnen verfügten nur über einen Pflichtschulabschluss.“
ÖIF (Hrsg.), „Frauen. Zahlen, Daten und Fakten zu Migration & Integration 2018“ (2019), S. 30

„Numerous empirical studies show that parental characteristics and parental involvement are correlated with student academic achievement and student attendance and behavior.“
Univ.-Prof. Dr. Masood Badri, School emphasis on academic success and TIMSS science/math achievements. In: International Journal of Research in Education and Science (IJRES), 2019, 5(1), S. 184.

„Consistent with most countries around the world, in England educational achievement and higher education access varies substantially by the level of parental income, with many fewer students from poorer backgrounds attending university, particularly the highest status institutions.“
Dr. Jack Britton u. a., „Is Improving Access to University Enough? Socio-Economic Gaps in the Earnings of English Graduates“ (2019), S. 2

„The use of an intensive parenting style is associated with a much larger improvement in the child’s performance than is the education level of the parents on its own.“
Univ.-Prof. Dr. Matthias Doepke u. a., „Love, Money and Parenting“ (2019), S. 74

PISA 2012: „Children subject to an intensive parenting style perform substantially better than those subject to nonintensive parenting within the same country. The difference is between 14 and 17 points across the three test scores.“
Univ.-Prof. Dr. Matthias Doepke u. a., „Love, Money and Parenting“ (2019), S. 75

PISA 2009: „Reading books with children is associated with an increase in the score of 16 to 18 points across the math, reading, and science tests, while telling stories has an average effect ranging between 2 and 7 points.“
Univ.-Prof. Dr. Matthias Doepke u. a., „Love, Money and Parenting“ (2019), S. 75

„Growing up in a single-parent household can imply special challenges, which start with lower resources (due to having the income of only one person) and continue with greater difficulties in arranging childcare and being able to spend 'quality time' with children. These challenges are especially severe for low-income parents, for whom marked-based childcare may be unaffordable and who sometimes have to carry multiple jobs to make a living.“
Univ.-Prof. Dr. Matthias Doepke u. a., „Love, Money and Parenting“ (2019), S. 136

„There is evidence that children of divorced or separated parents tend to underperform in school relative to children living with two parents.“
Univ.-Prof. Dr. Matthias Doepke u. a., „Love, Money and Parenting“ (2019), S. 137f

„Highly educated parents are more likely to raise their children together, to spend more time on childcare, and to engage in parenting styles that are conducive to their children retaining or improving their position on the social ladder.“
Univ.-Prof. Dr. Matthias Doepke u. a., „Love, Money and Parenting“ (2019), S. 146

„The main mechanism through which ECI (Anm.: ECI = Early Childhood Intervention) programs achieve results is by improving what economists call noncognitive skills. These skills comprise attitudes and behaviors that make people succeed in social interactions in both school and the workplace, such as motivation, patience, perseverance, self-control, and the capacity to evaluate the consequences of today’s action on future outcomes. Several studies show that such skills are crucial for success in life, more so than cognitive skills measured by IQ tests.“
Univ.-Prof. Dr. Matthias Doepke u. a., „Love, Money and Parenting“ (2019), S. 155

„Around half of those from non-EU countries migrating to the United Kingdom are university educated – this is one of the highest rates in the EU and indicates that a large proportion of migrants seek high-skilled work. Ireland and Luxembourg also have high shares of university educated non-EU migrants. […] Austria has a relatively high share of migration from non-EU countries, of which very few are university educated.“
EU-Kommission (Hrsg.), Against the Odds – Academically resilient students with a migrant background and how they succeed (2019), S. 33f.

„Chinese families migrating to Australia, New Zealand, Canada, and the USA do so (in part) to access the educational opportunities provided by these nations. These families are, then, highly educationally engaged and positively oriented to schooling and schools and this may positively impact their children’s academic success.“
EU-Kommission (Hrsg.), Against the Odds – Academically resilient students with a migrant background and how they succeed (2019), S. 38.

„What matters most for young people’s development of non-traditional competences are individual characteristics. Parental education and immigrant background rank among the most important ascriptive factors shaping youths’ non-traditional competences.“
EU-Kommission (Hrsg.), Beyond achievement (2019), S. 67.

EU-weit: „While around a third of the overall population with the lowest educational attainment was at risk of poverty or social exclusion in 2017, this rate was almost twice as high, at 62.9 %, for children of parents in this group.“
Eurostat (Hrsg.), Smarter, greener, more inclusive? 2019 edition (2019), S. 73.

„Research suggests rapid development and considerable plasticity in the brains of newborns through the first few years of life. Certain regions of the brain are more plastic than others, such as the hippocampus for example, which is implicated in learning and memory.“
Francesca Gottschalk, „Impacts of technology use on children: Exploring literature on the brain, cognition and well-being“ (2019), S. 11

„Consistent and responsive parenting during early childhood is a strong predictor of cognitive and social growth and linked to healthy interpersonal relationships across the lifespan.“
OECD (Hrsg.), Educating 21st Century Children (2019), S. 76.

„The generous parental leave policy in Finland apparently encourages many young mothers stay (sic!) at home during the first years of their child’s life.“
OECD (Hrsg.), „Investing in Youth: Finland“ (2019), S. 27

„Nine out of ten Korean parents hope that they or their child will obtain a four-year university degree at a minimum. This preference pushes students to attend even subpar tertiary institutions and puts much pressure on the shoulders of young Koreans.“
OECD (Hrsg.), Investing in Youth. Korea (2019), S. 11.

„Long-standing research finds that the most reliable predictor of a child’s future success at school – and, in many cases, of access to well-paid and high-status occupations – is his or her family.“
OECD (Hrsg.), „PISA 2018 Results. Where All Students Can Succeed“ (2019), S. 50

PISA 2018: „A strong association was observed between the index of parents’ emotional support and the index of learning goals, both of which are based on students’ responses.“
OECD (Hrsg.), „PISA 2018 Results. Where All Students Can Succeed“ (2019), S. 203

„Socio-economic disadvantage and language barriers are two of the greatest obstacles to the successful integration of students with an immigrant background. Immigrant students in OECD countries who do not speak the language of assessment at home are around eight percentage points less likely to be academically resilient than native-speaking immigrant students.“
OECD (Hrsg.), Ready to Help? (2019), S. 42.

„60% of Canada’s foreign-born population are highly educated, the highest percentage OECD-wide.“
OECD (Hrsg.), Recruiting Immigrant Workers: Canada 2019 (2019), S. 13.

Kanada: „Linked with the overall high education levels of their parents, immigrant offspring in Canada tend to have better outcomes at school and similar outcomes in the labour market compared with their peers with no migrant background – in stark contrast to most other OECD and EU countries.“
OECD (Hrsg.), Recruiting Immigrant Workers: Canada 2019 (2019), S. 32.

Kanada: „In literacy scores, native-born children of immigrants not only outperform their peers with native-born parents but have the highest mean PISA reading scores among 15-year-old pupils OECD-wide.“
OECD (Hrsg.), Recruiting Immigrant Workers: Canada 2019 (2019), S. 32.

„As a result of several decades of attracting skilled migrants and a large share of economic immigrants relative to other groups, Canada’s foreign-born population is the highest educated in the OECD. A full 60 % of the foreign-born are tertiary educated, which also impacts on good overall integration outcomes.“
OECD (Hrsg.), Recruiting Immigrant Workers: Canada 2019 (2019), S. 33.

„A recent OECD study on indicators of talent attractiveness places Canada in fifth position – after Australia, Sweden, Switzerland and New Zealand – among OECD countries for its overall attractiveness to workers with masters/doctoral degrees.“
OECD (Hrsg.), Recruiting Immigrant Workers: Canada 2019 (2019), S. 153.

„Both detailed studies of individual countries and studies with a broad international sweep find that children who come from bookish homes get better grades and perform at a higher level on standardized tests than children who are otherwise comparable on stratification and demographic characteristics but come from families with smaller home libraries.“
Dr. Joanna Sikora u. a., „Scholarly culture: How books in adolescence enhance adult literacy, numeracy and technology skills in 31 societies“. In: „Social Science Research“ 77 (2019), S. 3

„The average library size in Norway was 212 and in Sweden it was 210, in contrast to 192 in Denmark and 162 in Finland. Estonians grew up with 218 books on average and the Czechs with 204.“
Dr. Joanna Sikora u. a., „Scholarly culture: How books in adolescence enhance adult literacy, numeracy and technology skills in 31 societies“. In: „Social Science Research“ 77 (2019), S. 6
In Österreichs Haushalten gab es im Mittel nur 131 Bücher.

„Exposure to larger home libraries in adolescence has a positive direct effect on literacy, numeracy and ICT skills even when educational and occupational attainments of adults are controlled for.“
Dr. Joanna Sikora u. a., „Scholarly culture: How books in adolescence enhance adult literacy, numeracy and technology skills in 31 societies“. In: „Social Science Research“ 77 (2019), S. 8

„Home library size has a loglinear effect on cognitive, numerical, and problem-solving skills that endure throughout life.“
Dr. Joanna Sikora u. a., „Scholarly culture: How books in adolescence enhance adult literacy, numeracy and technology skills in 31 societies“. In: „Social Science Research“ 77 (2019), S. 14

Großbritannien: „Schools have long been viewed as the engine for social mobility but we find that gaps between the poorest students and the others are prevalent at all stages in the education system. […] It is time to change the assumption that Britain can thrive economically with an education system that only focusses on the 40 per cent of students that study A Levels.“
Social Mobility Commission (Hrsg.), State of the Nation 2018-19: Social Mobility in Great Britain (2019), Vorwort, S. V.

„Child poverty has an important influence on social mobility, as children living in poverty can often have worse health, worse educational outcomes and start school developmentally behind their more advantaged counterparts.“
Social Mobility Commission (Hrsg.), State of the Nation 2018-19: Social Mobility in Great Britain (2019), S. 16f.

„The quality of the home learning environment has been recognised to be the most significant factor in terms of outcomes at age five. Indeed, the range and quality of activities which parents undertake with pre-school children is more strongly associated with children’s social and intellectual development as compared with either parental education or occupation.“
Social Mobility Commission (Hrsg.), State of the Nation 2018-19: Social Mobility in Great Britain (2019), S. 30.

„Learning at home is also heavily influenced by parents’ use of words and gestures around their children. Movement of the hands or head when having a conversation makes a difference – researchers have found that this strongly correlates with later language ability in their children and that disadvantaged parents are less likely to use gestures, perhaps due to lack of confidence or stress. At the age of 14 months, children from higher socio-economic status (SES) families are gesturing more than their lower SES peers, and this gesture use is related to later vocabulary skill.“
Social Mobility Commission (Hrsg.), State of the Nation 2018-19: Social Mobility in Great Britain (2019), S. 30.

England: „There are huge disparities in the attainment of children at school, depending on their socio‑economic background. Gaps between children entitled to free school meals and others persist throughout the school years.“
Social Mobility Commission (Hrsg.), State of the Nation 2018-19: Social Mobility in Great Britain (2019), S. 37.

„Reading skills are not built exclusively through school-based instruction. While high-quality formal instruction in primary school is imperative, home reading and preliteracy activities in early childhood education are also essential. The evidence confirms the importance of a conducive home environment for literacy outcomes.“
World Bank (Hrsg.), Ending Learning Poverty. What Will It Take (2019), S. 26.

„Während 42 % der Eltern mit höchstens Pflichtschule als Bildungsabschluss drei oder mehr Kinder haben, haben nur knapp ein Viertel (23 %) der Eltern mit einem Hochschulabschluss drei oder mehr Kinder.“
Statistik Austria (Hrsg.), „Statistics Brief – Dezember 2018“, S. 4f

„In all countries and economies that participated in PISA 2015, socio-economic status has considerable influence on students’ performance in science, reading and mathematics. On average across OECD countries, the mean PISA science score among disadvantaged students was 452 points, while among advantaged students it was 540 points. This gap of 88 points is the equivalent of about three full years of schooling.“
OECD (Hrsg.), „PISA in Focus 89“ (Oktober 2018), S. 2
In Österreich beträgt die Differenz 97 Punkte. Am größten ist sie in Luxemburg (125 Punkte) und Frankreich (118 Punkte).

„Wenn ein Kind bis zum Alter von 8 Jahren nicht über ausreichende Lesefähigkeiten verfügt, dann gibt es viele Hinweise darauf, dass es diese Defizite nie mehr aufholen wird.“
Univ.-Prof. Dr. John Hattie u. a., „Visible Learning. Auf den Punkt gebracht“ (2018), S. 52

„Der sozioökonomische Status der Eltern hat einen großen Einfluss auf die schulische Leistung der Lernenden. Er lässt sich über strukturelle Veränderungen von Schulen kaum beeinflussen.“
Univ.-Prof. Dr. John Hattie u. a., „Visible Learning. Auf den Punkt gebracht“ (2018), S. 56

„Higher education as such seems of importance in delaying childbearing, but particularly whether it takes place at all. While the proportion of low educated women being childless changed little in Austria between the cohorts born 1950-54 and 1960-64 (around 12.5 %), the proportion childless among the highly educated women jumped from 15.7 to 23.5 %.“

Dr. Éva Beaujouan, „Late Fertility Intentions and Feritlity in Austria“ (2018), S. 6

„Estonia is unusual in having higher poverty and material deprivation rates for households without children than for those with children.“

James Browne u.a., „Faces of Joblessness in Estonia“ (2018), S. 11

„Estonia is […] exceptional in terms of the long duration of parental benefits, which can be received for a further 435 days, and also at 100 % of the previous wage. […] Estonia has the most generous system of maternity and parental benefits in the OECD in terms of the number of full-weeks’ pay covered.“

James Browne u.a., „Faces of Joblessness in Estonia“ (2018), S. 25

„Parental cognitive involvement in early childhood such as time invested in shared book reading, storytelling, learning the alphabet, numbers, and letters, playing rhyming and math games, and access to cognitively stimulating toys and books set the stage for children’s cognitive and intrinsic motivation development.“

Dr. Daniel H. Caro, „Socio‑economic gaps in subject interest: the mediating role of parental cognitive involvement“. In: „Large-scale Assessments in Education“ (2018), 6:13, S. 6

„There is evidence that, in general, children from lower SES families experience less developmentally enhancing activities at home, exposure to books, reading, and verbal interactions with parents in comparison to higher SES children. And that parental cognitive stimulation affects student intrinsic motivation above and beyond the effect of SES. […] Interest and enjoyment are fostered to a substantial degree through the students’ exposure to and experiences with cognitively stimulating learning activities and the provision of learning materials. Socially disadvantaged children are often deprived of these experiences within their home environments.“

Dr. Daniel H. Caro, „Socio‑economic gaps in subject interest: the mediating role of parental cognitive involvement“. In: „Large-scale Assessments in Education“ (2018), 6:13, S. 6

„Socio-economic status continues to have an important influence on education outcomes. Recent national and international test results, in particular from the 2016 Progress in International Reading Literacy Study (PIRLS) on the reading competences of 10 year-olds, confirm significant performance gaps. The difference in test results between those from the wealthiest and poorest socio-economic backgrounds has continuously widened since 2006.“
EU-Kommission, Education and Training Monitor 2018 (2018), S. 11.

„The IEA’s survey in 2016 (PIRLS) showed that the reading skills of 10 year-olds remain strong and unchanged compared to 2011. The main factors influencing reading skills are: (1) reading knowledge before entering school, (2) reading as a leisure activity, and (3) the family background (Kaisa Leino et al, 2017).”
EU-Kommission (Hrsg.), Education and Training Monitor 2018 (2018), S. 94.

„Comparing OECD PISA 2006 and 2015 in science performance, equity indicators showed a significant deterioration. Of three main determinants of inequalities reviewed in a recent study — low educational level of parents, unemployment or receipt of social assistance — the latter has the greatest impact on the education outcomes of children. Foreign-born students not only leave education more often, they also tend to repeat grades.“
EU-Kommission (Hrsg.), Education and Training Monitor 2018 (2018), S. 95.

Frankreich: „The type of secondary school-leaving diploma (the ‘baccalauréat’) obtained is strongly dependent on a pupil's socio-economic background. While 77 % of children whose parents are managers have a general education diploma and 9 % of them a vocational diploma, the corresponding proportions for children of blue-collar workers are 34 % and 44 %. Similar findings hold true for higher education. To improve basic skills and reduce inequalities, France is lowering the starting age of compulsory education from six to three starting in September 2019. The measure targets those few children who do not participate in early childhood education and care (ECEC), most of whom are from disadvantaged and immigrant backgrounds. The focus will be on language acquisition and well-being as foundations for building basic skills. All children ages 4-6 already participate in ECEC.“
EU-Kommission (Hrsg.), Education and Training Monitor 2018 (2018), S. 105.

Niederlande: „Research into the intergenerational mobility of migrants revealed a polarisation within the children of Turkish and Moroccan descent. While one part of these second generation children (27 %) are in higher education, an almost equal share are early school leavers. Daughters in particular have achieved a remarkable social rise compared to their largely uneducated immigrant mothers, overtaking sons in almost all higher level streams.“
EU-Kommission (Hrsg.), Education and Training Monitor 2018 (2018), S. 209.

„Around 40 per cent of the gap at the end of Key Stage 4 is already apparent by age 5. The gap then grows by a further 20 per cent by the end of Key Stage 2, and the final 40 per cent emerges throughout secondary school.“
Jo Hutchinson u.a., Education in England – Annual report 2018 (2018), S. 10.

„There is solid evidence of a strong relationship between family income and cognitive gains in early childhood, as well as with child psychological well-being.“
Jo Hutchinson u.a., Education in England – Annual report 2018 (2018), S. 21.

„We found that low SES parents (Anm.: SES = socioeconomic status) are more likely to be inconsistent in their parenting and to use psychological control with their children more often, which are linked to child behavioural problems. Adverse parenting and behavioural problems are, in turn, associated with low school grades.“
Dr. Till Kaiser u. a., The reproduction of educational inequalities – do parenting and child behavioural problems matter? (2018), Abstract.

„Parental SES (Anm.: SES = socioeconomic status) has been shown to be strongly correlated with child behaviour problems. These differences are not only due to class specific parenting practices, but they are also attributed to biological and epigenetic mechanisms.“
Dr. Till Kaiser u. a., The reproduction of educational inequalities – do parenting and child behavioural problems matter? (2018), S. 6.

„Children of higher SES parents (Anm.: SES = socioeconomic status) are less likely to develop behavioural problems, and this in turn is associated with better school grades.“
Dr. Till Kaiser u. a., The reproduction of educational inequalities – do parenting and child behavioural problems matter? (2018), S. 16f.

„Studies of dropout risk indicate that the accumulation of multiple risk factors (e.g., living in a single-parent household and having failing grades) is more highly predictive of dropout than any single risk factor present in isolation […] Intervention research must go beyond the typical school boundaries to mediate these factors. This type of outreach cannot be accomplished by schools alone and will require significant, meaningful, and effective partnerships with community agencies, community mental health supports, and other public health initiatives.“
Dr. Terrence J. Lee-St. John u. a., The Long-Term Impact of Systemic Student Support in Elementary School: Reducing High School Dropout (2018), S. 2f.

„In England, the relationship between ESCS (Anm.: Economic, Social and Cultural Status) and average maths score has not improved since 2006, with the difference between the most and least disadvantaged students being equivalent to over three years of schooling. […] The recent PISA results suggest Germany has managed to improve in all three subjects whilst decreasing inequality in its school system. The proportion of resilient students has also risen from 25 per cent in 2006 to 32 per cent in 2015.“
NFER (Hrsg.), Key insights for England from PIRLS, TIMSS and PISA (2018), S. 8f.

„Two of the most influencing factors with regard to home characteristics are the number of books at home and the amount of time students spent on reading outside school.“

Dr. Sonja Nonte u. a., „Promoting reading attitudes of girls and boys“ (2018), S. 17

„Children with parents of a lower socio-economic status have lower educational performance, e.g. PISA mathematics scores are about one-fifth lower than for those with highly educated parents, which represents more than three years of equivalent additional schooling.“
OECD (Hrsg.), A Broken Social Elevator? How to Promote Social Mobility (2018), S. 41f.

„On average, individuals with high educated parents have better PIAAC scores than those whose parents had low educational achievement. While 25 % of individuals whose parents had below upper secondary are at the bottom in terms of literacy scores, this represents only 5 % of those whose parents had achieved tertiary education, while the reverse is found for the highest test scores. The impact of parental education on test scores is more marked for numeracy: 30 % of those at the bottom numeracy scores have a parent with low education.“
OECD (Hrsg.), A Broken Social Elevator? How to Promote Social Mobility (2018), S. 253.

„An early learning gap is already apparent when looking at four- and five-year-old children. In the United States, children with poorly educated parents lag significantly behind in reading and mathematics in comparison to their peers with highly educated parents. A similar pattern, though to a much lesser degree, exists in Australia, Canada and the UK.“
OECD (Hrsg.), A Broken Social Elevator? How to Promote Social Mobility (2018), S. 261.

„In England in 2012 approaching one-third (29 %) of 16-24 year-olds had weak basic skills in the sense of numeracy and/or literacy below Level 2 in the PIAAC survey, one of the highest levels among OECD countries in the survey, and three times the level of a strong performer like the Netherlands (9 %) and substantially more than – say – Germany (19 %). While those from less advantaged family backgrounds are everywhere more likely to suffer from weak basic skills, this factor of inheritance is stronger in England than in most other countries.“

OECD (Hrsg.), „Apprenticeship in England, United Kingdom“ (2018), S. 92

„While the sons of immigrants (both Turkish and Yugoslav) are more likely to obtain a higher level of education compared to their parents than natives’ sons, the daughters of immigrants are less likely than the daughters of native-born parents to be upwardly mobile. 63 % of daughters of native-born parents compared to only 46 % of the daughters of immigrants obtain a higher level of education than their mothers.“

OECD (Hrsg.), „Catching Up? Country Studies on Intergenerational Mobility and Children of Immigrants“ (2018), S. 12

„The Programme for International Student Assessment (PISA) and many other studies show that children whose parents engage in activities such as reading, writing words, telling stories and singing songs not only tend to achieve better reading and numeracy skills, but are also more motivated to learn.“

OECD (Hrsg.), „Engaging Young Children“ (2018), S. 23

„PISA data from 18 countries confirm that across wide cultural, socio-economic and individual differences, the value of supportive parents cannot be overstated. Students whose parents routinely engage in day-to-day home-based activities, such as eating a meal together or spending time 'just talking' not only have higher learning outcomes as measured by PISA, but are also more satisfied with their lives.“
OECD (Hrsg.), „Teaching for the Future“ (2018), S. 37

„Results from path analysis indicated that overcontrolling parenting at age 2 was associated negatively with ER [Anm.: emotion regulation] and IC [Anm.: inhibitory control] at age 5, which, in turn, were associated with more child-reported emotional and school problems, fewer teacher-reported social skills, and less teacher-reported academic productivity at age 10.“

Dr. Nicole Perry u. a., „Childhood Self-Regulation as a Mechanism Through Which Early Overcontrolling Parenting Is Associated With Adjustment in Preadolescence“ (2018), S. 1

„Overcontrolling or intrusive parenting, characterized by parental interventions before children attempt to regulate their emotions or behavior on their own, considerably limits children’s ability to practice regulatory strategies. […] Intrusive overcontrolling parenting at 18- and 30-months predicted lower levels of effortful control (i.e., the ability to shift attention, modulate behavior, plan, and detect errors) a year later.“

Dr. Nicole Perry u. a., „Childhood Self-Regulation as a Mechanism Through Which Early Overcontrolling Parenting Is Associated With Adjustment in Preadolescence“ (2018), S. 2

„Father’s intrusive and overcontrolling behavior when children were 4.5 years-old was associated with greater observed behavioral dysregulation during a problem-solving task when children were 5 years-old. […] Children’s ability to regulate their emotions in early childhood is associated with later adjustment in multiple domains including social competence, lowered behavior problems, and mental health.“

Dr. Nicole Perry u. a., „Childhood Self-Regulation as a Mechanism Through Which Early Overcontrolling Parenting Is Associated With Adjustment in Preadolescence“ (2018), S. 2

„Children’s early life experiences during sensitive periods of neural plasticity shape the brain structures and functions underlying their cognitive aptitudes. One critical experience is language exposure. Specifically, the language quantity (e.g., number of words) and quality (e.g., sentence complexity, lexical diversity) that young children hear are the foundation of later language and literacy skills and nonverbal capacities, including executive functioning, math ability, and social skills. Children’s language exposure varies substantially in relation to their socioeconomic status (SES).“

Dr. Rachel R. Romeo u. a., „Beyond the 30-Million-Word Gap: Children’s Conversational Exposure Is Associated With Language-Related Brain Function“. In: „Psychological Science“, 2018, Vol. 29(5), S. 700

„Traditional two-parent married family structures are becoming increasingly rare and researchers are finding that non-traditional family structures, such as single-parent or step-parent families, are associated with worse educational outcomes at all ages. Very young children in single-parent households have worse language development than children in traditional two-parent households. Young children in single-parent households are also less likely to attend ECCE. In middle childhood, children who grow up in single-parent households tend to have lower language, reading, and math grades and test scores, as well as lower cognitive ability than their peers who grow up in traditional households. This pattern continues in adolescence, when living in a single-parent household is associated with worse language and math grades and test scores and a greater likelihood of dropping out of secondary education. Young adults from single-parent households are also less likely to enroll in and complete an academic post-secondary degree than young adults from traditional households.“

Dr. Anika Schenck-Fontaine u. a., „Sociodemographic Inequalities in Education over the Life Course: An Interdisciplinary Review“ (2018), S. 10f

„In early childhood, children of less educated parents have worse executive functioning and delayed language development relative to children of highly educated parents. […] Young children of less educated mothers are also less likely to be placed in ECCE, though they benefit more from their ECCE experiences than children of highly educated parents.“

Dr. Anika Schenck-Fontaine u. a., „Sociodemographic Inequalities in Education over the Life Course: An Interdisciplinary Review“ (2018), S. 12

„Children of less educated parents enter primary school with notably worse math, language, and reading skills relative to children of highly educated parents, and these skills gaps remain constant or increase through middle childhood. Even accounting for other SES factors, low parental education is associated with lower math and reading competence test scores for children.“

Dr. Anika Schenck-Fontaine u. a., „Sociodemographic Inequalities in Education over the Life Course: An Interdisciplinary Review“ (2018), S. 12

„Maternal employment during a child’s first year of life is associated with lower cognitive test scores in early childhood, as well as lower language and math test scores in primary school.“
Dr. Anika Schenck-Fontaine u. a., „Sociodemographic Inequalities in Education over the Life Course: An Interdisciplinary Review“ (2018), S. 14

„In a series of studies examining self-regulation among a sample of United States pre-schoolers from a university community, delay of gratification at age 4 was associated with higher levels of cognitive and self-regulatory competence and coping at age 16, including higher scores on the standardised college entrance exams.“
Dr. Elizabeth A. Shuey u. a., „The Power and Promise of Early Learning“ (2018), S. 29

„Low self-regulation at age 5 in the BCS (Anm.: BCS = British Cohort Study) was linked with a greater likelihood of having a criminal conviction in adolescence or adulthood.“
Dr. Elizabeth A. Shuey u. a., „The Power and Promise of Early Learning“ (2018), S. 33

„For children from disadvantaged backgrounds, adversities begin to accumulate before they are born. […] Steep socioeconomic gradients in cognitive, linguistic, and early literacy development help determine school outcomes. Language and cognitive gaps are evident before a child’s first birthday.“

The World Bank (Hrsg.), „Learning to Realize Education's Promise“ (2018), S. 78

„Nur 10 bis 15 Prozent der Unterschiede lassen sich überhaupt auf Strukturen in der Schule zurückführen. Viel prägender sind Faktoren wie Herkunft, Muttersprache oder finanzielle Situation und Bildungsgrad der Familie. Wenn man also wirklich weniger Ungleichheit in der Gesellschaft schaffen will, muss man beginnen, auch Vermögen radikaler umzuverteilen.“

Univ.-Prof. Dr. Stefan Hopmann, progress-online.at am 21. Juni 2017

„PISA data show that 15-year-old students whose parents routinely engage in home-based activities with them, such as eating a meal together or spending time “just talking”, not only score higher, but they are also more satisfied with their life.“

OECD (Hrsg.), „PISA In Focus 71“ (April 2017), S. 5

„Students who regard their parents as being interested in their school life perform better, reported higher achievement motivation, and are more likely to be highly satisfied with their life than students who reported a lack of parental interest.“

OECD (Hrsg.), „PISA In Focus 2017/71“ (April 2017), S. 5

„Stark differences have been reported between the parenting style of high-income and low-income families and these are associated with children’s outcomes in later life. […] 'Positive parenting', which includes a high level of warmth, low levels of harsh discipline, firmness in setting boundaries and engagement with the child in activities that foster learning and development, can improve children’s outcomes. The way parents engage and communicate with their children is integral to their parenting style.“
Social Mobility Commission (Hrsg.), „Helping Parents to Parent“, 20. Februar 2017, S. 11

„Parents who invest time reading to their children are likely to have children with more extensive vocabularies. Similarly, a secure attachment in infancy enhances social, cognitive and emotional skills in later life.“
Social Mobility Commission (Hrsg.), „Helping Parents to Parent“, 20. Februar 2017, S. 11

„Evidence from a meta-analysis of over 69 studies suggests that internalising behaviours (such as anxiety, low mood, and withdrawal) and externalising behaviours (such as aggression and hyperactivity) are associated with insecure attachment. […] Children who are securely attached to their primary caregivers are 2.5 times less likely to develop social and behavioural problems and show more adaptability, adjustment and exhibit enhanced social skills in later childhood.“
Social Mobility Commission (Hrsg.), „Helping Parents to Parent“, 20. Februar 2017, S. 12

„Reviews of studies show that early language development in children is significantly impacted upon by the quality of attachment. Securely attached children tend to show more motivation in learning and are more receptive.“
Social Mobility Commission (Hrsg.), „Helping Parents to Parent“, 20. Februar 2017, S. 12

„Parents’ engagement with children, such as reading, writing and numeracy at home, story-telling, nursery rhymes and poems, and actively being involved in other learning activities, as well as children’s access to learning materials and resources at home, positively impacts upon children’s later academic achievement.“
Social Mobility Commission (Hrsg.), „Helping Parents to Parent“, 20. Februar 2017, S. 13f

„Psychologists suggest that the most crucial aspect of a child’s language development and cognitive development is the interaction between adult (parent) and child. Therefore, the quality of parent-child interactions may be critical to the development of the social-emotional and cognitive development of a child. This can be accomplished at home through conversation, positive and warm interactions between parents and child, emerging literacy skills and school readiness. […] Furthermore, parent-child interactions that are marked with mutual expressions of emotions such as shared laughter, smiling, and affectionate touch can also improve the quality of the relationship between parent and child and promote a secure attachment.“
Social Mobility Commission (Hrsg.), „Helping Parents to Parent“, 20. Februar 2017, S. 15

„Children exposed to domestic violence, parental substance misuse, parental involvement in crime, a chaotic home environment and depravity in their community may experience impairment in their emotional, physical and cognitive development. […] Children who face adverse circumstances may experience extreme levels of stress, which puts them at risk of cognitive impairment and stress-related disease.“
Social Mobility Commission (Hrsg.), „Helping Parents to Parent“, 20. Februar 2017, S. 16f

„Research suggests that children living in two-parent households, whether biological, adopted or step-parent families, fare better in respect to better emotional and physical health, with less behavioural and emotional problems, compared to those living in single-parent households.“
Social Mobility Commission (Hrsg.), „Helping Parents to Parent“, 20. Februar 2017, S. 20

„So erreichen Kinder, die zumindest einen Elternteil mit einem universitären Abschluss haben, im Schnitt 573 Punkte, während Kinder von Eltern mit maximal Pflichtschulabschluss 477 Punkte erreichen. Die Differenz zwischen diesen beiden Gruppen beträgt somit 96 Punkte (statistisch signifikant), was mehr als einer Kompetenzstufe und damit etwa 3–4 Lernjahren entspricht.“

BIFIE (Hrsg.), „PIRLS 2016. Die Lesekompetenz am Ende der Volksschule. Erste Ergebnisse“ (2017), S. 67

Der Abstand ist im letzten Jahrzehnt von 79 auf 96 Punkte angewachsen.

„Die Bildungsstandardüberprüfung in Deutsch/Lesen/Schreiben, 4. Schulstufe, aus dem Jahr 2015 zeigt einen deutlichen Zusammenhang zwischen den Bildungsabschlüssen der Eltern und der Leseleistung der Kinder auf der 4. Schulstufe: Je höher die formale Qualifikation der Eltern, desto eher werden höhere Kompetenzstufen erreicht. Auch bei PIRLS 2016 ist wieder ein deutlicher Zusammenhang zwischen der Bildung der Eltern und den Schülerleistungen gegeben“

BIFIE (Hrsg.), „PIRLS 2016. Die Lesekompetenz am Ende der Volksschule. Erste Ergebnisse“ (2017), S. 67

„Unter den Kindern mit akademisch gebildeten Eltern sind weniger als 5 % leseschwach, während dies auf fast die Hälfte (47 %) der Schüler/innen, deren Eltern maximal einen Pflichtschulabschluss aufweisen, zutrifft.“

BIFIE (Hrsg.), „PIRLS 2016. Die Lesekompetenz am Ende der Volksschule. Erste Ergebnisse“ (2017), S. 68

„Es wird deutlich, dass in jedem Land die Eltern von lesestarken Kindern wesentlich häufiger zu Hause lesen als jene der leseschwachen. In Österreich lesen 63 % der Eltern von lesestarken Kindern mindestens 6 h pro Woche, bei den Leseschwachen geben hingegen nur 28 % der Eltern eine so hohe Lesezeit an.“

BIFIE (Hrsg.), „PIRLS 2016. Die Lesekompetenz am Ende der Volksschule. Erste Ergebnisse“ (2017), S. 73

„Ergebnisse einer Regressionsanalyse zeigen, dass im Jahr 2016 15 Punkte (= 29 %) des gesamten Leistungsunterschieds von 51 Punkten durch ein – nach Zuwanderungshintergrund – unterschiedlich hohes kulturelles Kapital (in Form von Buchbesitz) in den Familien erklärt werden konnen. Dies weist darauf hin, dass ein Großteil des Kompetenzunterschieds zwischen Kindern mit und ohne Migrationshintergrund nicht auf unterschiedliche soziale Lagen zurückgeführt werden kann.“

BIFIE (Hrsg.), „PIRLS 2016. Die Lesekompetenz am Ende der Volksschule. Erste Ergebnisse“ (2017), S. 78f

„Insgesamt erreichten 43 % der 15- bis 34-Jährigen den gleichen formalen Bildungsabschluss wie ihre Eltern. Der Trend zur Höherqualifizierung verdeutlicht sich darin, dass rund ein Drittel (33 %) der jungen Erwachsenen einen höheren Bildungsabschluss als ihre Eltern erreichte. Knapp ein Viertel (24 %) schloss die Bildungslaufbahn dagegen mit einem niedrigeren formalen Bildungsabschluss als ihre Eltern ab.“

Statistik Austria (Hrsg.), „Junge Menschen auf dem Arbeitsmarkt“ (2017), S. 16

„2009 verfügten 32 % der jungen Erwachsenen […], deren Eltern maximal einen Pflichtschulabschluss erreicht haben, ebenfalls nur über maximal einen Pflichtschulabschluss. Im Jahr 2016 ist dieser Anteil auf 42 % gestiegen.“

Statistik Austria (Hrsg.), „Junge Menschen auf dem Arbeitsmarkt“ (2017), S. 41

„28 % der Kinder zwischen 3 Monaten und 3 Jahren wird (fast) nie vorgelesen. In bildungsfernen Familien ist der Anteil der Eltern, die (noch) nicht vorlesen, besonders hoch. Dass Eltern Lesen und Vorlesen für bedeutsam halten, reicht nicht aus, um dies von Beginn an zu tun.“

Stiftung Lesen (Hrsg.), „Vorlesen – aber ab wann?“ (2017), S. 17

„Nur 45 Prozent der Eltern fangen innerhalb der ersten 12 Monate an, regelmäßig vorzulesen.“

Stiftung Lesen (Hrsg.), „Vorlesen – aber ab wann?“ (2017), S. 23

„Für das Fach Mathematik beispielsweise konnte die bedeutende Rolle der sprachlichen Kompetenzen in verschiedenen Längsschnittstudien gezeigt werden. So zeigte sich etwa, dass bereits die sprachlichen Kompetenzen von 7-jährigen Kindern eine Vorhersage der Schulnoten erlauben, die sie drei Jahre später erhalten – und zwar nicht nur im Fach Deutsch, sondern auch in Mathematik und Sachkunde.“

Univ.-Prof. Dr. Miriam Vock u. a., „Umgang mit Heterogenität in Schule und Unterricht“ (2017), S. 21

„A home environment, where there is good communication about IU (Anm.: IU = Internet Use) was shown to lower an adolescent’s PIU (Anm.: PIU = Problematic Internet Use) risk. Furthermore, less protective parenting, low family functioning, lower parental education and divorced or less positively related parental couples, were found to be related to higher PIU.“

Univ.-Prof. Dr. Emma Louise Anderson u. a., „Internet use and Problematic Internet Use“. In: „International Journal of Adolescence and Youth“, Vol. 22, 2017, S. 447

„Supportive early-life conditions foster curiosity, trust, learning, self-regulation, and steady growth. Adverse early life conditions such as extreme poverty, exposure to violence, and parental disengagement disrupt developing brain networks and can undermine a young child’s capacity to learn and to develop healthy relationships.“
Dr. Margaret R. Burchinal, „The Current State of Scientific Knowledge on Pre-Kindergarten Effects“ (2017), S. 22

„One of the essential elements that fosters positive development among children and adolescents are healthy and stable interpersonal relationships. Specifically, there are few relationships in life that are as enduring and crucial as the ones children have with their parents or caregivers. […] 'Spending the time just talking' with the adolescents was shown as one of the strongest predictors for high life satisfaction.“

Anne Choi, „Emotional well-being of children and adolescents“ (2017), S. 20

„Parents of pre-school children in San Francisco received three informational text message reminders per week with simple information about key components of early childhood learning and practical tips for initiatives they could implement at home to support their child’s learning. The programme significantly increased home literacy activities and parental involvement as well as some aspects of student learning.“

Univ.-Prof. Dr. Mette Trier Damgaard u. a., „The use of nudges and other behavioural approaches in education“ (2017), S. 22

„A Finnish study showed that children from families with more highly educated parents have higher chances of becoming more qualified and obtaining better paid jobs, with the father’s educational status prevailing as the explanatory factor. While in infancy, the mother’s education better accounts for their children’s outcomes, the educational background of fathers accounted more for the outcomes of children in their early adulthood.“

EU-Kommission (Hrsg.), „Education and Training Monitor 2017“ (2017), S. 28

„Parents are students’ first teachers, and 39 percent of the students had parents who reported often engaging their children in early literacy activities such as reading, talking, or singing to them as well as telling them stories and teaching them to write alphabet letters. These students had higher reading achievement than students whose parents engaged them less frequently in early literacy activities.“

IEA (Hrsg.), „PIRLS 2016. International Results in Reading“ (2017), Einleitung S. X

„Students whose parents reported a greater enjoyment of reading had higher achievement than students with parents who liked reading less or disliked reading.“

IEA (Hrsg.), „PIRLS 2016. International Results in Reading“ (2017), S. 145

„These countries show exceptionally large gaps between the socio-economically advantaged and disadvantaged groups. This suggests that disadvantaged children from these countries are less likely to obtain the skills necessary for today’s technology-rich and versatile labour markets and improve their socio-economic status.“

OECD (Hrsg.), „Educational Opportunity for All“ (2017), S. 18

„The score-point difference in numeracy between those who have highly educated parents and those who do not among 20-29 year-old adults is largest in Chile, England (United Kingdom) and Israel. In addition, 80 % of 20-29 year-olds with poorly educated parents in the Slovak Republic, 65 % in England (United Kingdom) and 61 % in Israel scored below the baseline (Level 2) numeracy proficiency in the Survey of Adult Skills.“

OECD (Hrsg.), „Educational Opportunity for All“ (2017), S. 37

„By the age of three, children with high SES (Anm.: SES = Socioeconomic status) know many more words than children with low SES. […] Three-year-old children from low SES families may hear up to 30 million fewer words than their high SES counterparts. They also found that 86-98 % of the words used by three-year-old children were derived from their parents’ vocabularies.“

OECD (Hrsg.), „Educational Opportunity for All“ (2017), S. 63

„Studies show that children from high SES families receive far more words of praise from their parents than children from low SES families. […] Children from high SES families experience, on average, six encouragements for every discouragement. Children from families with the lowest socioeconomic statuses receive two discouragements for every encouragement.“

OECD (Hrsg.), „Educational Opportunity for All“ (2017), S. 64

„Longitudinal studies conducted in Australia, Canada, the United Kingdom and the United States show that five-year-old children from low SES show higher levels of attention and behaviour problems compared to their peers from high SES.“

OECD (Hrsg.), „Educational Opportunity for All“ (2017), S. 65

„Studies indicate that the gap in mathematics performance among children from different backgrounds appears at as early as 3 years old. Evidence shows that children from disadvantaged backgrounds can keep pace with their peers if they receive targeted intervention early on numeracy.“

OECD (Hrsg.), „Educational Opportunity for All“ (2017), S. 67

„The Progress in International Reading Literacy Study (PIRLS) has demonstrated a positive relationship between early literacy activities at home and reading performance at the age of ten. The study found that children whose parents read, sang and played with alphabet toys with them on a daily basis had much higher reading performances than their peers who had minimum parental engagement in reading.“

OECD (Hrsg.), „Educational Opportunity for All“ (2017), S. 69

„In Canada, Israel, Korea, Luxemburg and the Russian Federation, more than half of the variation in mean performance is explained by parents’ levels of education.“

OECD (Hrsg.), „Educational Opportunity for All“ (2017), S. 79

„Reading stories to younger children has been shown to encourage and improve literacy development. Fifteen-year-olds who reported their experience in daily interacting with their parents through reading, singing or playing word games when they were of pre-primary school age scored higher on the PISA reading test on average across OECD countries than their peers who did not have such experiences“

OECD (Hrsg.), „Educational Opportunity for All“ (2017), S. 93

„Early childhood and primary education play an essential role in tackling inequalities and raising proficiency in basic competences.“

Eurostat (Hrsg.), „Eurostat regional yearbook 2017“ (2017), S. 76

„The skill level of children is strongly influenced by socio-economic background, and more so in France than in other OECD countries. Moreover, the influence of socio-economic factors on educational outcomes has increased over time, making the French current educational system more unequal than it was in 2003.“

OECD (Hrsg.), „Getting Skills Right. France“ (2017), S. 23

„Too few young Italians from disadvantaged backgrounds tend to choose the licei when, instead, they would have the adequate skills and abilities to do so. […] Socioeconomic background rather than merit seem (Anm.: SIC) to play a much more important role in Italy than in Germany when it comes to enrolment to different types of schools.“

OECD (Hrsg.), „Getting Skills Right. Italy“ (2017), S. 94

„Basic skills of young adults are […] strongly related to parental education in England, much more so than in other OECD countries. Young people born into households where neither parent attained at least upper secondary education face inherent disadvantages in accessing quality education and labour market opportunities.“

OECD (Hrsg.), „Getting Skills Right: United Kingdom“ (2017), S. 23

Italien: „In Italy, students whose parents have not attained tertiary education are much less likely to enrol in university themselves. The effect of family background on enrolment is greater in Italy than in most other OECD countries.“

OECD (Hrsg.), „OECD Skills Strategy Diagnostic Report Italy 2017“ (2017), S. 74

„If parents hold low motivational beliefs toward a specific subject, their children are at risk to develop low interest and values for the respective subject as well.“

Isabelle Häfner u. a., „Robin Hood Effects on Motivation in Math“. In: „Developmental Psychology“ (2017), Vol. 53, No. 8, S. 1522

USA: „Schools serving low-income students receive far fewer resources, face greater difficulties attracting qualified teachers and receive less support from parents. […] The inequalities of children's cognitive ability are substantial even before they start school and then these same disadvantaged children are placed in low-resource schools, further exacerbating the initial inequality.“

Sophia Shing u. a., „Mobile Technology Bridges the 30 Million Word Gap“. In: „Journal of Education at Practice“, Vo8, Nr. 9, 2017, S. 64

„If parents and teachers establish relationships based on trust, schools can rely on parents as valuable partners in the cognitive and socio-emotional education of their students.“

OECD (Hrsg.), „PISA 2015. Students’ Well-Being“ (2017), S. 6

„Students who regard their parents as being interested in their school life perform better, reported higher achievement motivation, and are more likely to be highly satisfied with their lives than students who reported a lack of parental interest.“

OECD (Hrsg.), „PISA 2015. Students’ Well-Being“ (2017), S. 164

„The first years of a person’s life matter tremendously as they lay the foundations for future skill development and positive adult outcomes. Parents play a central nurturing and educational role in their children’s lives, particularly in early childhood.“

OECD (Hrsg.), „OECD Skills Strategy Diagnostic Report Netherlands 2017“ (2017), S. 69

„Research in neuroscience shows that the brain sensitivity of highly important developmental areas – such as language and numeracy, social skills and emotional control – peaks in the first three years of life.“

OECD (Hrsg.), „Starting Strong V“ (2017), S. 18

„Research confirms that by the age of 3, children from low-income homes hear 30 million less words than children from more affluent families. Research has even revealed that the gap begins as early as 18 months of age.“

Sophia Shing u. a., „Mobile Technology Bridges the 30 Million Word Gap“. In: „Journal of Education at Practice“, Vol. 8, Nr. 9, 2017, S. 64

„There is no doubt about substantial influence of the genetic disposition on an individual's intelligence. However, we know from various fields that a cognitively stimulating environment also has positive effects on individual cognitive abilities.“

Dr. Karin Guill u. a., „Academic tracking is related to gains in students' intelligence over four years“. In: „Learning and Instruction 47 (2017), S. 44

„Students’ perceptions of how interested their parents are in them and in their school life is also related to their own attitudes towards education and their motivation to study.“

OECD (Hrsg.), „PISA 2015. Students’ Well-Being“ (2017), S. 6

„Students whose parents reported “spending time just talking to my child”, “eating the main meal with my child around a table” or “discussing how well my child is doing at school” every week were between 22 % and 62 % more likely to report high levels of life satisfaction.“

OECD (Hrsg.), „PISA 2015. Students’ Well-Being“ (2017), S. 48

„To a large extent, especially in the early years of life, competency formation, especially relating to language, takes place through informal learning or primary socialization in the family context. The family is also important in nourishing curiosity and motivation to learn in children.“

Natascha Massing u. a., „Degrees of competency: the relationship between educational qualifications and adult skills across countries“ (2017), S. 5

„Parents’ own educational attainment is regarded as the most important asset boosting offspring’s educational opportunities: more educated parents provide a more stimulating home environment to their children than less educated parents, for example by reading more to their children and using more complex language.“

Natascha Massing u. a., „Degrees of competency: the relationship between educational qualifications and adult skills across countries“ (2017), S. 6

„In addition to the frequency the child is read to at home, the onset of reading, and the quality of the book reading itself also matter. For instance, dialogic reading strategies have been shown to support children’s literacy learning: the reader interacts with the child, asks questions, points out words and sounds, encourages remarks given by the child, and expands on the text.“

Dr. Frank Niklas u. a., „Intervention in the home literacy environment and kindergarten children’s vocabulary and phonological awareness“. In: „First Language“ (2017), Vol. 37(5), S. 434

„In allen Ländern erweisen sich geringes Familieneinkommen und niedriger Bildungsabschluss der Eltern als Hauptursachen für schlechte Schülerleistungen.“

Univ.-Prof. Mag. Dr. Franz Rauch u. a., „Auswirkungen von Schulrankings auf Unterricht, Schulorganisation und Bildungssystem“ (November 2016), S. 21

„Fathers who care for children early tend to stay more involved as children grow up. Where fathers participate more in childcare and family life, children enjoy higher cognitive and emotional outcomes and physical health. And fathers who engage more with their children tend to report greater life satisfaction and better physical and mental health than those who care for and interact less with their children.“

OECD (Hrsg.), „Parental leave: Where are the fathers?“, OECD-Policy Brief vom März 2016, S. 1

„Aus Studien ist […] bekannt, dass wir bis zum Schuleintritt mit einem Unterschied von 30 Millionen gehörten Wörtern bei Kindern aus bildungsnahen Milieus im Vergleich zu Kindern aus bildungsfernen Milieus haben. Allein dadurch […], dass Eltern einen anderen Bildungsabschluss haben, sprechen sie mehr mit ihren Kindern, und die wiederum bekommen eine größere Variante von Wörtern mit. Dass der Bildungserfolg vom sozioökonomischen Status der Eltern abhängt, ist somit Naturgesetz.“

Univ.-Prof. Dr. Klaus Zierer, in Hanns Seidel Stifung (Hrsg.), „Akademikerschwemme versus Fachkräftemangel“ (2016), S. 101f

„Auch für den Bereich Rechtschreiben gibt es einen deutlichen Zusammenhang zwischen der Bildung der Eltern und der Leistung der Schüler/innen: 92 Punkte trennen im Schnitt ein Kind aus einem Akademikerhaushalt von einem Kind aus einer bildungsfernen Familie.“

BIFIE (Hrsg.), „Standardüberprüfung 2015 – Deutsch, 4. Schulstufe, Bundesergebnisbericht“ (2016), S. 81

„Es gibt einen starken Zusammenhang zwischen dem Bildungsabschluss der Eltern und den Leistungen ihrer 10-jährigen Kinder. Während beispielsweise mehr als jedes dritte Kind, dessen Eltern maximal Pflichtschulabschluss haben, die Standards in Lesen nicht erreicht, ist es unter Akademikerkindern nur jedes zwanzigste Kind.“

BIFIE (Hrsg.), „Standardüberprüfung 2015 – Deutsch, 4. Schulstufe, Bundesergebnisbericht“ (2016), S. 110

„In den skandinavischen Staaten Finnland, Schweden oder Norwegen sowie der Schweiz oder Kanada liegt der sozioökonomische Status signifikant über dem OECD-Mittelwert.“

Univ.-Prof. Dr. Kristina Reiss u. a., „PISA 2015. Eine Studie zwischen Kontinuität und Innovation“ (2016), S. 291f

„Noch immer liest nach Angaben der Stiftung Lesen rund ein Drittel aller Eltern ihren Kindern nicht regelmäßig vor. Das betrifft vor allem bildungsferne Familien. Gerade dort ist der Wunsch der Kinder nach Vorlese-Zeit besonders groß – und das Fehlen nehmen viele Kinder als Defizit wahr.“

news4teachers.de am 14. Oktober 2016

„Einig ist sich die Forschung […] darüber, dass lernschwächere Schüler weitaus mehr auf die Unterstützung durch Lehrkräfte angewiesen sind als stärkere. […] Wer schon zu Hause mit der Bewältigung schulischer Aufgaben allein gelassen wird, sollte dies nicht auch noch in der Schule bleiben.“

Prof. Dr. Karl-Heinz Dammer, Wirtschaftswoche online am 28. September 2016

„Eltern, welche dem Spiel einen hohen Stellenwert beimessen, legen nicht nur die Basis für die Freude am Lernen, sondern auch für den langfristigen und stabilen Schulerfolg ihres Kindes. Väter und Mütter, die schon ihre kleinen Kinder zum Spielen motivieren und es auch mit ihnen tun (Mensch ärgere dich nicht, Memory, Domino etc.), signalisieren ihnen damit, dass sie etwas können und dass sie ihnen auch etwas zutrauen.“

Univ.-Prof. Dr. Margrit Stamm, „Lasst die Kinder los: Warum entspannte Erziehung lebenstüchtig macht“ (2016), S. 238

„Kinder von Eltern mit einem niedrigen Schulabschluss weisen laut Bildungsbericht 2012 in der 4. Schulstufe einen Lernrückstand von mehr als zwei Schuljahren (von 21,7 Schulmonaten) gegenüber von Kindern von Eltern mit Maturaabschluss auf.“

Dr. Sabine Buchebner-Ferstl u. a., „Bildungsentscheidungen in der Familie beim Übergang von der Volksschule in die weiterführende Schule“ (2016), S. 20

„10 % der Kinder von Eltern mit tertiärem Bildungsabschluss, 17 % der Kinder von Eltern mit maximal Matura, 28 % der Kinder von Eltern mit Berufsausbildung und 52 % der Kinder von Eltern mit maximal Pflichtschulabschluss erreichen die Bildungsstandards nicht oder nur teilweise.“

BIFIE (Hrsg.), „Nationaler Bildungsbericht Österreich 2015, Band 2“ (2016), S. 26

Ergebnis der Vorlesestudie 2016: „Fast alle Kinder haben das Bedürfnis, vorgelesen zu bekommen – und alle Eltern können es erfüllen, unabhängig von Status und Herkunft. Das bedeutet: Vorlesen sollte für alle da sein. Es ist kein Privileg der Gebildeten, sondern erfordert in erster Linie ein wenig Zeit.“

Stiftung Lesen (Hrsg.), „Vorlesestudie 2016“ (2016), S. 42

„Laut EU-SILC 2013 sind in Österreich rund 18 Prozent der unter 20-Jährigen armutsgefährdet; das gilt für Kinder und Jugendliche aus Ein-Eltern-Haushalten sowie aus Haushalten mit drei oder mehr Kindern mehr als doppelt so häufig.“

BM für Gesundheit (Hrsg.), „Österreichischer Kinder- und Gesundheitsbericht“ (2016), S. 199

„17 Prozent der Kinder und Jugendlichen wachsen unter finanziell deprivierten Verhältnissen auf. Manifeste Armut (Armutsgefährdung und finanzielle Deprivation) liegt bei sieben Prozent der Kinder und Jugendlichen vor.“

BM für Gesundheit (Hrsg.), „Österreichischer Kinder- und Gesundheitsbericht“ (2016), S. 199

„Von prekären Wohnverhältnissen (Überbelag bzw. Feuchtigkeit und Schimmel) sind zwölf bzw. 16 Prozent der Kinder und Jugendlichen betroffen.“

BM für Gesundheit (Hrsg.), „Österreichischer Kinder- und Gesundheitsbericht“ (2016), S. 199

„Children’s literacy learning starts well before formal schooling, and studies have shown that children are sensitive to speech even prenatally. Parents and primary caregivers […] are highly influential in a child’s early learning as parent-child interactions are frequent and ongoing. Indeed, research shows that the home literacy environment (HLE) is the context in which children first acquire the language and literacy skills that equip them to make sense of, describe, and participate in the world.“

Dr. Frank Niklas u. a., „The Sooner, the Better: Early Reading to Children“ (2016), S. 1

„The multifaceted HLE (Anm.: home literacy environment) incorporates various literacyrelated activities such as parental reading behavior, library visits, teaching of letters and sounds, and owning books at home. However, reading to children is a core element of the HLE.“

Dr. Frank Niklas u. a., „The Sooner, the Better: Early Reading to Children“ (2016), S. 1f

„Although it is unlikely to make much difference whether parents start reading to children at the age of two or four months, our findings indicate that reading aloud to a child before the child reaches the age of six months appears to be advantageous to the child’s linguistic development. Research shows that children are sensitive to language even prenatally, yet in the first few months after a child is born, general language experiences are more likely to make a difference than reading aloud.“

Dr. Frank Niklas u. a., „The Sooner, the Better: Early Reading to Children“ (2016), S. 8

„Nurturing early childhood care and education are fundamental to quality basic education and serve as a foundation for equity. Significant disparities in early learning experiences for low-income children can set the stage for achievement gaps that persist through years of school and lead to a lifetime of missed opportunities, inequities, and even health challenges. Increasing access to quality early childhood care and education is considered an effective “equalizer”

Gillian Huebner u. a., „Beyond Survival: The Case for Investing in Young Children Globally“ (2016), S. 14

„Studies show that the returns on investments in early childhood care and education are highest among poorer children, for whom these programs may serve as a stepping stone out of poverty or exclusion.“

Gillian Huebner u. a., „Beyond Survival: The Case for Investing in Young Children Globally“ (2016), S. 14

„Adults who experienced violence and/or neglect in childhood have lower levels of education, more limited opportunities for employment, lower earnings, and fewer assets.“

Gillian Huebner u. a., „Beyond Survival: The Case for Investing in Young Children Globally“ (2016), S. 16

„Family strengthening for the poorest families is key to effective responses to ensure healthy and holistic child development and protection.“

Gillian Huebner u. a., „Beyond Survival: The Case for Investing in Young Children Globally“ (2016), S. 19

„Parents with higher education tend to interact more verbally with their child; they use more abstract words, more complex syntax and invite their child more often into decontextualized discourse, book-sharing and dialogical reading. Such language practices mirror the language of books and school and foster good literacy skills.“

Univ.-Prof. Dr. Kajsa Yang Hansen u. a., „Determinants of country differences in effects of parental education on children’s academic achievement“ (2016), S. 3

„Parents are their children’s first and longest-serving teachers. […] On average across OECD countries, 44 % of 15-year-old students reported spending some time each week studying with a parent.“

OECD (Hrsg.), „Equations and Inequalities“ (2016), S. 186

„All research shows that families are extraordinarily important for student achievement. This is widely recognized, and underscores the fact that existing achievement gaps – by income and by race – cannot be looked upon as a simple reflection of differences in school or teacher quality.“

Univ.-Prof. Dr. Eric Hanushek, „School human capital and teacher salary policies“. In: „Journal of Professional Capital and Community“, 2016, Vol. 1, S. 24

„It appears that the engagement young people value the most is the interest of their parents – parents asking about school days and offering guidance, as opposed to attending parents evenings and responding to school correspondence – and, as the literature suggests, it is this type of engagement that can have a greater effect on achievement.“

Sarah Miller u. a., „Texting Parents“ (2016), S. 8

„Long before a child enters the classroom, inequities can create a lasting imprint on the architecture of the brain. […] In the first few years of life, a child’s brain creates 700 to 1,000 new neural connections every second, a pace that later diminishes.“

UNICEF (Hrsg.), „A fair chance for every child“ (2016), S. 50

„Conversation, repeating and connecting words in meaningful contexts, and early exposure to literacy through reading and play are all positively associated with language skills.“

UNICEF (Hrsg.), „A fair chance for every child“ (2016), S. 50

„Negative experiences in a child’s life often manifest themselves later as difficulties with learning, emotional development and management of anxieties.“

UNICEF (Hrsg.), „A fair chance for every child“ (2016), S. 50

Finnland: „Participation in early childhood education and care in Finland has traditionally been lower than in other EU countries.“

EU-Kommission (Hrsg.), „Education and Training Monitor 2016 – Country analysis“ (2016), S. 90

„The importance of social background in shaping attainment and achievement across the lifespan remains one of the best-charted relationships in educational and social research.“

OECD (Hrsg.), „Trends Shaping Education 2016“ (2016), S. 90

„In most countries, students’ socioeconomic status (SES) is strongly related to their educational achievement: the higher a student’s SES, the higher his or her achievement scores, and vice versa.“

Dr. Trude Nielsen u. a., „Are school characteristics related to equity?“ (2016), S. 1

„A growing body of evidence from neurobiology, developmental psychology and economics emphasises the early years of childhood as a cornerstone for later outcomes. The experiences and environment in the first three to five years of a child’s life are critical in shaping the brain architecture that underpins future development.“

UNICEF (Hrsg.), „Poverty and Children’s Cognitive Trajectories: Evidence from the United Kingdom Millennium Cohort Study“ (2016), S. 8

„Our tests show that developmental delays at the age of 9 months (especially in gross motor function) are significantly correlated with SEN (Anm.: SEN = special educational needs) status at age 7.“

UNICEF (Hrsg.), „Poverty and Children’s Cognitive Trajectories: Evidence from the United Kingdom Millennium Cohort Study“ (2016), S. 17

England: „Children from most disadvantaged backgrounds who attained high cognitive test scores at age 7 performed worse than their lower achieving counterparts from the least disadvantaged families by age 14-16.“

UNICEF (Hrsg.), „Poverty and Children’s Cognitive Trajectories: Evidence from the United Kingdom Millennium Cohort Study“ (2016), S. 7

England: „At present, initial schooling results in one third of 16-19 year-olds in England having low basic skills, and these poor outcomes by international standards depend more heavily on parental background than in most comparable countries.“

OECD, „Building Skills for All: A Review of England“ (2016), S. 61

„Research shows that parental involvement is a key factor in improving children’s educational performance and that high-quality parental involvement may help reduce performance differences across socio-economic groups.“

OECD (Hrsg.), „OECD Reviews of School Resources – Austria“ (2016), S. 138

„Reading for pleasure and reading enjoyment are widely viewed as prerequisites to reading achievement and other academic and nonacademic outcomes, such as achievement in other subjects, better communication skills, reduced depressive symptoms, and increased creativity. With all of these reported benefits, especially those related to academic achievement, a focus of education policy has routinely been to find ways to motivate children to read from an early age.“

IEA (Hrsg.), „Policy Brief 9“ (Dezember 2015), S. 2

„From an early age, a significant contributor to children’s motivation to read and reading achievement is their parents’ attitudes and behaviors toward reading. For example, studies have shown that parents’ enjoyment of reading and their reading for pleasure are related to children’s motivation to read, children’s own recreational reading, and children’s reading achievement.“

IEA (Hrsg.), „Policy Brief 9“ (Dezember 2015), S. 2

„Mittelschichtseltern sprechen mehr mit ihren Kindern als Unterschichtseltern – und sie sprechen auf andere Weise mit ihnen. Eine ‚Wortlücke‘ von 30 Millionen Worten, die zu einem Vierjährigen aus prekären Verhältnissen nicht gesagt wurden, ermittelten die Kinderpsychologen Betty Hart und Todd Risley von der Universität Kansas in den 80er-Jahren.“

Die Welt online am 7. April 2015

„Recent studies have documented a sizable achievement gap between children who live with a single parent and their peers growing up with two parents. […] Documented disadvantages of growing up in single-parent families in the United States include lower educational attainment and greater psychological distress, as well as poor adult outcomes in areas such as employment, income, and marital status. Disadvantages for children from single-parent families have also been documented in other countries, including Canada, Germany, Sweden, and the United Kingdom.“
Univ.-Prof. Dr. Ludger Wößmann, „An International Look at the Single-Parent: Family Structure Matters More for U.S. Students“. In: „Education Next“ vom Frühjahr 2015, S. 43f

„Familie und Freundschaft sind für die deutschen Kinder das Wichtigste im Leben – weit wichtiger als Geld und Besitz. 74 Prozent der Mädchen und Jungen im Alter von sechs bis 14 Jahren finden Familie und 73 Prozent finden Freundschaft ‚total wichtig‘.“

Österreichs Institut für Familienforschung online am 15. Jänner 2015

„Kids & Family Reading Report 2015“: „According to the report, 41 percent of frequent readers ages 6 to 10 were read aloud to at home, while only 13 percent of infrequent readers were being read to.“

New York Times online am 8. Jänner 2015

„Zusammenfassend lässt sich sagen, dass anregungsreichere familiäre Lernumwelten, in denen z. B. häufiger vorgelesen und gelesen, Lesen und Schreiben gelehrt und eher weniger ferngesehen wird und die auch eine größere Bücher- und Kinderbücheranzahl aufweisen, zu besseren schriftsprachlichen Leistungen bei den in diesen Lernumwelten lebenden Kindern beitragen.“

Dr. Frank Niklas, „Die familiäre Lernumwelt und ihre Bedeutung für die kindliche Kompetenzentwicklung“. In: „Psychologie in Erziehung und Unterricht“, 2015, 62, S. 114f

„Kinder kommen mit physiologischen Unterschieden in ihrer emotionalen Reaktionsfähigkeit, ihrem Aktivitätsniveau und der Fähigkeit, ihre Aufmerksamkeit zu steuern und zu regulieren, auf die Welt.“

Univ.-Prof. Dr. Walter Mischel, „Der Marshmallow Test. Willensstärke, Belohnungsaufschub und die Entwicklung der Persönlichkeit“ (2015), S. 109

„Weinert und Helmke konnten in der SCHOLASTIK-Grundschulstudie zeigen, dass Kinder ihren Leistungsrückstand zu Beginn der Grundschulzeit während der Grundschulzeit nicht mehr aufholen konnten, d. h. Leistungspositionen bleiben im Grundschulalter relativ stabil, weshalb die mathematische Frühförderung im Elternhaus und/oder auch die externe Frühförderung, z. B. in Kindergärten, wesentlich für die Leistungsentwicklung ist.“

BIFIE (Hrsg.), „PIRLS & TIMSS 2011“ (2015), S. 87

„30 Prozent der Kinder wurde, als sie noch klein waren und noch nicht lesen konnten, von ihren Eltern nicht einmal „einmal in der Woche“ vorgelesen, der Hälfte von ihnen sogar „nie“.

Stiftung Lesen (Hrsg.), „Vorlesen – Investition in Mitgefühl und solidarisches Handeln“ (2015), S. 10

„86 Prozent der Kinder, denen täglich vorgelesen wurde, meinen, dass sie sich schnell Dinge merken können – aber nur 45 Prozent derjenigen, denen selten bzw. nie vorgelesen wurde.“

Stiftung Lesen (Hrsg.), „Vorlesen – Investition in Mitgefühl und solidarisches Handeln“ (2015), S. 20

„Vorlesen leistet einen wichtigen Beitrag zur emotionalen Stärke und zur sozialen Kompetenz. 90 Prozent der Kinder, denen täglich vorgelesen wurde, nehmen sich als Vertrauenspersonen ihrer Mitschüler/innen wahr, aber nur 51 Prozent derjenigen, denen selten oder nie vorgelesen wurde.“

Stiftung Lesen (Hrsg.), „Vorlesen – Investition in Mitgefühl und solidarisches Handeln“ (2015), S. 29

„Zwischen dem Vorlesen in der Familie und der persönlichen Entwicklung von Kindern sowie ihrem (pro-) sozialen Verhalten besteht ein enger positiver Zusammenhang. Kinder, deren Eltern ihnen vorgelesen haben, besitzen besonders gute Voraussetzungen für Bildungsfähigkeit und gute kognitive Leistungen.“

Stiftung Lesen (Hrsg.), „Vorlesen – Investition in Mitgefühl und solidarisches Handeln“ (2015), S. 37

„Vorlesen stärkt Kinder in ihrer persönlichen Entwicklung. 93 Prozent der Kinder, denen täglich vorgelesen wurde, werden als fröhlich beschrieben, 75 Prozent als selbstbewusst. Dies gilt für Kinder, denen selten oder nie vorgelesen wurde, nur in 59 bzw. 44 Prozent der Fälle.“

Stiftung Lesen (Hrsg.), „Vorlesen – Investition in Mitgefühl und solidarisches Handeln“ (2015), S. 40

„Vorlesen stärkt soziale Beziehungen. 40 Prozent der Kinder, denen täglich vorgelesen wurde, zeigen sich im Alltag besonders darum bemüht, andere in die Gemeinschaft zu integrieren. Dies gilt nur für 17 Prozent der Kinder, denen selten oder nie vorgelesen wurde.“

Stiftung Lesen (Hrsg.), „Vorlesen – Investition in Mitgefühl und solidarisches Handeln“ (2015), S. 42

„Vorlesen stärkt gesellschaftliches Miteinander. 85 Prozent der Kinder, denen täglich vorgelesen wurde, besitzen nach Aussage ihrer Mütter einen ausgeprägten Gerechtigkeitssinn, aber nur 40 Prozent derjenigen, denen selten oder nie vorgelesen wurde.“

Stiftung Lesen (Hrsg.), „Vorlesen – Investition in Mitgefühl und solidarisches Handeln“ (2015), S. 44

NMS: „Schüler/innen mit einem geringeren Sozialstatus befinden sich am Ende der 8. Schulstufe häufiger am unteren Ende der Leistungsverteilung als Klassenkolleg/innen, die zwar die gleichen (fachlichen und/oder kognitiven) Eingangsleistungen aufweisen, jedoch aus Familien mit einem höheren Status kommen.“

Mag. Christoph Weber u. a., „Förderung von Schülerinnen und Schülern mit unterschiedlichen sozialen und gesellschaftlichen Hintergründen“ in Eder u. a., „Evaluation der Neuen Mittelschule (NMS). Befunde aus den Anfangskohorten.“ (2015), S. 373

„Die Gewalttäterrate (erhoben in der 7. Klasse) derjenigen, die in der 5. Klasse angaben, gewalttätig erzogen zu werden, ist mit knapp 16 % beinahe doppelt so hoch wie die Täterrate der nicht gewalttätig erzogenen Jugendlichen (8 %). […] Bei Jugendlichen, die häufig Gewalt seitens der Eltern ausgesetzt waren, zeigte sich ein besonders hohes Risiko, später selbst gewalttätig zu werden. […] Gewalttätige Eltern vermitteln ihren Kindern, dass die Anwendung von Gewalt in Konfliktsituationen ein akzeptables Mittel zur Durchsetzung eigener Interessen darstellt.“
Dr. Maren Weiss u. a., „Längsschnittliche Zusammenhänge zwischen Erziehungsgewalt und Gewaltdelinquenz im frühen Jugendalter“. In: „Rechtspsychologie“ 1(3), 2015, S.297

„When preschool-age children are exposed to book reading, they develop the understanding of vocabulary that is not commonly used in daily oral interactions. This oral comprehension will assist them in comprehending what they will read by themselves later. […] When parents engage in shared reading with their kindergarten children, they informally teach them vocabulary words because interactions during storybook reading revolve around discussing the meaning of print. […] Reading frequently to preschool children in the home, in particular, can contribute to give them the skills they need to be successful in school.“

Dr. Luisa Araújo u. a., „Home book reading and reading achievement in EU countries“. In: „Educational Research and Evaluation“, 2015, Vol. 21, S. 424

„More than twice as many mothers with a university degree read aloud to their children than mothers who do not complete secondary education. Moreover, the former have been found to read to their children using an interactive style that involves the children in the reading, and they also ask more “why” questions.“

Dr. Luisa Araújo u. a., „Home book reading and reading achievement in EU countries“. In: „Educational Research and Evaluation“, 2015, Vol. 21, S. 425

„In all countries, parents with a high education level report that they read to their children more often than parents from a low education level.“

Dr. Luisa Araújo u. a., „Home book reading and reading achievement in EU countries“. In: „Educational Research and Evaluation“, 2015, Vol. 21, S. 427

„This analysis for European countries suggests that high frequency of shared book reading before the beginning of primary education is related to higher student achievement, both for children from high and from low parental education backgrounds.“

Dr. Luisa Araújo u. a., „Home book reading and reading achievement in EU countries“. In: „Educational Research and Evaluation“, 2015, Vol. 21, S. 431

„Several home intervention studies have shown that programmes that teach parents dialogic reading strategies reduce the literacy underachieving of children from low-SES backgrounds. Interactive reading that encourages a dialogue whereby children are prompted to respond to the information presented and the adult expands and rephrases what the child has said has been shown to reduce children’s risk of school failure.“

Dr. Luisa Araújo u. a., „Home book reading and reading achievement in EU countries“. In: „Educational Research and Evaluation“, 2015, Vol. 21, S. 431

„Dozens of studies have demonstrated many differences in the way advantaged and disadvantaged parents engage their children and how these differences matter to children’s adult success. Among other things, advantaged parents spend more time, in particular on educational activities, with their children and produce more cognitively stimulating home learning environments. […] The gaps in parental time investment are important because research suggests that spending time with a child has a direct and causal effect on children’s cognitive test scores and that it is the most productive input for cognitive skill development.“

Univ.-Prof. Dr. Susan E. Mayer u. a., „Using behavioral insights to increase parental engagement“ (2015), S. 4f

„An additional year of daily mother–child reading would increase children’s reading test scores in the early school grades by 41 percent of a standard deviation on average. […] Substantial numbers of parents do not read to their children on a regular basis. In 2007, 16 % of all parents of a child aged 3-5 years and 29 % of parents living below the poverty line reported that neither they nor other family members read to their children at least three times per week. This represents an increase since 2001 when the number was 26 % of poor parents. In addition, the gap in the amount of time that parents spend with their children overall and in educationally relevant activities has widened over the last 20 years because the rate at which highly educated mothers have increased amount of time in they spend in educational activities with their children has exceeded the rate at which mothers with less education increased such time with their children.“

Univ.-Prof. Dr. Susan E. Mayer u. a., „Using behavioral insights to increase parental engagement“ (2015), S. 5

USA: „Children who grow up without their biological father perform worse on standardized tests, earn lower grades, and stay in school for fewer years, regardless of race and class. They are also more likely to demonstrate behavioral problems such as shyness, aggression, and psychological problems such as increased anxiety and depression. […] Generalizations are dangerous; many single parents are doing a terrific job under difficult circumstances. But on average, children from single parent families do worse in school and in life.“

Univ.-Prof. Dr. Robert Putnam, „Our Kids: The American Dream in Crisis“ (2015), S. 78f

„The roots of many cognitive and behavioral differences that appear in middle childhood and adolescence are often already present by 18 months, and their origins, we now know, lie even earlier in the child’s life.“

Univ.-Prof. Dr. Robert Putnam, „Our Kids: The American Dream in Crisis“ (2015), S. 109f

USA: „College-educated parents engage more strongly in intensive parenting, with its emphasis on spending time with children and on dads sharing child care responsibilities.“

Univ.-Prof. Dr. Robert Putnam, „Our Kids: The American Dream in Crisis“ (2015), S. 128

„Good day care makes less difference to child development than good parenting – but, on average, children of more educated parents get more of both.“

Univ.-Prof. Dr. Robert Putnam, „Our Kids: The American Dream in Crisis“ (2015), S. 129

„Many studies have shown that parental engagement – everything from asking about homework to attending PTA meetings (Anm.: parent-teacher association meetings) – is associated with higher academic performance, better socioemotional skills, and other facets of student behavior, such as less use of drugs and alcohol.“

Univ.-Prof. Dr. Robert Putnam, „Our Kids: The American Dream in Crisis“ (2015), S. 167

„Research suggests that children from disadvantaged backgrounds benefit more from teacher-directed and very structured instruction than students from more advantage backgrounds for whom active learning activities seem to be very effective.“

EU-Kommission (Hrsg.), „Teaching Practices in Primary and Secondary Schools in Europe“ (2015), S. 12

„Even after controlling for parenting investment, poverty still has a direct effect on child cognitive development, especially if the household is in poverty at birth and/or age three.“

Dr. Stacey Fox, „Better Systems, Better Chances“ (2015), S. 26

„There is strong evidence that the single most important factor influencing a child’s intellectual and social development is the quality of parenting and care they receive and the quality of the home environment this creates.“

Dr. Stacey Fox, „Better Systems, Better Chances“ (2015), S. 28

„Poor parenting behaviours, such as harsh and inconsistent discipline, little positive parental involvement with the child, and poor monitoring and supervision, are linked with child antisocial behaviour, while warm and proactive parenting behaviours, involving praise, encouragement, affection and boundary-setting, are associated with high child self-esteem, social and academic competence, and protection against later disruptive behaviour and substance misuse.“

Dr. Stacey Fox, „Better Systems, Better Chances“ (2015), S. 29f

„A number of longitudinal studies have shown that early cognitive ability influences later educational outcomes, with evidence to suggest that assessments of ability at 22 and 42 months predict educational outcomes at age 26 years.“

Dr. Stacey Fox, „Better Systems, Better Chances“ (2015), S. 265

„Students’ achievement in Reading, Mathematics and Science is not only the result of schooling. Overall, their achievement levels in all areas are dependent on the home environment.“

EU-Kommission (Hrsg.), „Teaching Practices in Primary and Secondary Schools in Europe“ (2015), S. 21

„A child’s early years matter tremendously in the development of skills, as they lay the foundations for future skill development. […] During these years, family is of crucial importance and the patterns of interaction between parents and children have significant impacts on cognitive, social and emotional skills.“

Hiroko Ikesako u. a., „Fostering social and emotional skills through families, schools and communities“ (2015), S. 14

„The importance of out-of-school factors, including students' socio-economic background and the educational level of parents or the language spoken at home cannot be overstated. Significantly reducing the proportion of low achievers, therefore, would require a combined approach that simultaneously targets a range of factors both in and out of school.“

EU-Kommission (Hrs.), „Structural Indicators for Monitoring Education and Training Systems in Europe 2015“ (2015), S. 23

„Children tend to share their parents’ positive reading attitudes and behaviors. In most of the 50 education systems studied, it is more common for children to enjoy reading and read frequently for fun when their parents also do so.“

IEA (Hrsg.), „Is reading contagious? Examining parents’ and children’s reading attitudes and behaviors“ (2015), S. 1

„Research shows that, from an early age, a significant contributor to children’s motivation to read and reading achievement is their parents’ attitudes and behaviors toward reading.“

IEA (Hrsg.), „Is reading contagious? Examining parents’ and children’s reading attitudes and behaviors“ (2015), S. 2

„Analysis of PISA data shows that children whose parents engage in reading, writing words, telling stories and singing songs not only tend to score better in reading literacy but are also more motivated to learn.“

OECD (Hrsg.), „Skills for Social Progress“ (2015), S. 82

„The strongest associations between type of parental involvement and academic achievement were found when parents have high academic expectations for their children, develop and maintain communication with them about school activities and schoolwork, and promote the development of reading habits.“

Dr. Mario Castro u. a., „Parental involvement on student academic achievement“ in „Educational Research Review“, 14 (2015), S. 41

„Parental involvement is a key factor for educational success: a stimulating home environment and parental engagement is crucial for a child’s learning and cognitive, social and emotional development.“

EU-Kommission (Hrsg.), „A whole school approach to tackling early school leaving“ (2015), S. 15

„Psychologists and economists agree that one of the most valuable inputs for child development is the time the child spends with the mother.“

Ylenia Brilli, „Mother’s Time Allocation, Child Care and Child Cognitive Development“ (2015), S. 2

„The importance of responsive face-to-face parent-child interactions in the development of language, cognitive, and self-regulation abilities during early childhood is undisputed. These crucial daily interactions can be disrupted through family use of media. For example, adults utter fewer words, respond to fewer bids for attention, and have lower-quality interactions with the children in their care when a television (TV) is on in the room with them. As screens become more portable and instantly accessible through the widespread use of mobile devices (e.g., smartphones and tablet computers), the potential for interruption of family interactions by media is heightened.“

Dr. Jenny Radesky u. a., „Maternal mobile device use during a structured parent-child interaction task“. In: „Academic Pediatrics“ (2015), 15(2)

„Nonverbal interactions are a primary mode through which emotional content is communicated between parents and children, so its frequent displacement could represent a significant decrease in emotional connection.“

Dr. Jenny Radesky u. a., „Maternal mobile device use during a structured parent-child interaction task“. In: „Academic Pediatrics“ (2015), 15(2)

„Mobile device use during eating encounters has become a cultural norm that, like TV, may interrupt the positive family communication thought to make such family routines protective in child health and development. Media has become pervasive in the American child's daily environment and experience, often replacing the interactions with adults that serve as the foundation for learning healthy behaviors and emotion regulation strategies. Because secure parent-child relationships are one of the strongest buffers against psychosocial stress, guidance is needed for how caregivers can use the rapidly evolving technologies in their homes in the healthiest ways possible.“

Dr. Jenny Radesky u. a., „Maternal mobile device use during a structured parent-child interaction task“. In: „Academic Pediatrics“ (2015), 15(2)

„Finns don’t believe a few super-teachers can save their children and their schools. It takes a whole village to raise a child.“

Univ.-Prof. Dr. Pasi Sahlberg, Ansprache zur Eröffnung der Frankfurter Buchmesse am 7. Oktober 2014

„Die Schule ist ohne Frage der zweitwichtigste Faktor für die Entwicklung der Kinder und Jugendlichen. Aber der wichtigste sitzt außerhalb der Schule. Das ist Familie, das ist sozialer Hintergrund, das ist soziales Umfeld, das ist kulturelles Umfeld. Und keine Schule ist historisch stark genug, um das komplett zu neutralisieren.“

Univ.-Prof. Dr. Stefan Hopmann, BundeslehrerInnentag 2014 der ÖPU Oberösterreich, Linz am 19. März 2014

„The children of professionals in Germany outperform the children of professionals in Finland.“

OECD (Hrsg.), „PISA in Focus“ Nr. 36, Februar 2014, S. 1

„In Bezug auf das gemeinsame Lesen wird deutlich, dass Eltern mit niedriger formaler Bildung deutlich seltener Freude daran haben (52 %) als Eltern mit einer hohen Formalbildung (68 %).“

AOK (Hrsg.), „AOK-Familienstudie 2014“ (2014), S. 14

„Die Umweltbedingungen bestimmen, wie viel das Kind von seiner Anlage realisieren kann. Die individuellen Fähigkeiten werden also durch die Anlage begrenzt und können auch unter optimalen Bedingungen nicht über die Anlage hinaus gesteigert werden.“

Univ.-Prof. Dr. Remo Largo, „Schule endlich beim Kind angekommen“ in Wyss (Hrsg.), „Von der Krippe zum Gymnasium“ (2014)

„Das Nervensystem ‚erwartet‘ Umweltreize, damit sich genetisch angelegte Strukturen entwickeln. Fehlen diese Erfahrungen oder werden nur eingeschränkte Erfahrungen gemacht, so entwickeln sich die neuronalen Verschaltungen atypisch und dies geht in der Regel mit funktionalen Einschränkungen einher, die gar nicht bzw. nicht vollständig reversibel sind.“

Nationale Akademie der Wissenschaften Leopoldina (Hrsg.), „Frühkindliche Sozialisation“ (2014), S. 26

„Kein anderer Faktor wirkt sich den Forschungsergebnissen nach so stark auf den erzieherischen Einfluss aus wie das, was die Eltern in den frühen Jahren mit ihren Kindern zu Hause tun. Das ist wichtiger als das, wer die Eltern sind – im Sinne von Einkommen und beruflichem Status.“

Nathalie Spencer u. a., „Schüler richtig motivieren“ (2014), S. 21

„There is evidence of a long shadow of the effect of early maternal time inputs on later outcomes, especially in the case of cognitive skill development.“

Univ.-Prof. Dr. Emilia Del Bono u. a., „Early maternal time investment and early child outcomes“ (2014), Abstract

„ECEC (Anm.: Early Childhood Education and Care) should not be considered the ‘silver bullet’ in social policy: first, it only forms part of a range of activities that can help foster child development; second, a host of other factors play a major role in child development, many of which are not associated with childcare. For instance, a healthy mother, warm and responsive family relationships, a stimulating environment and the availability of safe outdoor play also help to secure a ‘good start’ for children.“

Benoit Guerin, „Breaking the cycle of disadvantage“ (2014), S. 7

„At age three, children from professional families speak 50 % more words than children from working-class families and more than twice as many compared to children from welfare families.“

Univ.-Prof. Dr. James Heckman u. a., „The economics of human development and social mobility“ (2014), S. 8

„Perhaps the most prevailing inequalities in educational achievement in England are those associated with socio-economic status (SES), ethnicity and gender.“

Univ.-Prof. Dr. Steve Strand, „Ethnicity, gender, social class and achievement gaps at age 16“ (2014), S. 2

„The Finnish family policy model provides ample support to parents with young children through paid parental-leave, home care leave and subsidised pre-school until children go to primary school at age seven.“

OECD (Hrsg.), „OECD Economic Surveys – Finland“ (2014), S. 75

„The foundations set in the first thousand days of a child’s life, from conception to the second birthday, are critical for future well-being.“

UNESCO (Hrsg.), „Teaching and learning – Achieving quality for all“ (2014), S. 1

„By the time they reach kindergarten, disadvantaged children already show an achievement gap relative to their higherincome peers.“

Univ.-Prof. Dr. Elisabeth U. Cascio u. a., „Expanding Preschool Access for Disadvantaged Children“ (2014), S. 9

„Die ersten 5 Lebensjahre sind von entscheidender Bedeutung für die Entwicklung und Sozialisierung eines Kindes. Finden in dieser Zeit soziale Integration und Entwicklungsförderung nicht oder nur ungenügend statt, fehlen dem Kind wichtige Grundkompetenzen, die es in der Schule im schlimmsten Fall während der gesamten Schulzeit nicht mehr aufholen kann.“

Univ.-Prof. Dr. Remo Largo, „Schule endlich beim Kind angekommen“ in Wyss (Hrsg.), „Von der Krippe zum Gymnasium“ (2014)

„Young people aged 14 to 15 whose parents more frequently provided emotional support, physical care, educational support and supervisory monitoring tended to have higher levels of subjective well-being. Of these factors, the availability of emotional support seemed to make the most difference for this age group.“

The Children’s Society (Hrsg.), „The Good Childhood Report 2014“ (2014), S. 12

„Wenn Kinder mit nur einem Elternteil in einem Haushalt zusammenleben (AlleinerzieherInnen), dann erhöht dies das Risiko eines vorzeitigen Bildungsabbruchs um annähernd 63 %.“

IHS (Hrsg.), „Abbruch und Schulversagen im österreichischen Bildungssystem“ (2014), S. 19

„Analyses of multivariate models indicate that the odds of frequent adolescent mealtime media use varied significantly by adolescent gender, grade level, household income, parent education level and parent race/ethnicity. […] Household income was significantly and inversely associated with adolescents frequently listening to music with headphones during family meals. Compared to parents with a college or advanced degree, parents with a high school education or less had significantly higher odds of reporting adolescent use of TV and electronic game playing during family meals.“

Univ.-Prof. Dr. Jayne Fulkerson u. a., „Time 2 tlk 2nite: Youths’ use of electronic media during family meals and associations with demographic characteristics, family characteristics and foods served“ (2014), S. 5

„Experts have noted that most behavioural and cognitive ability gaps that can explain discrepancies in adult outcomes already exist at age five, and emphasise that schooling plays a minor role in either limiting or widening those gaps.“

Benoit Guerin, „Breaking the cycle of disadvantage“ (2014), S. 2

„The absence of opportunities for informal education in the home – be it situations of play, or informal problem solving – can foster early differences in academic achievement, intelligence and even language acquisition. Data indicates that before the age of 3, children from well-off backgrounds possess a vocabulary 30 million words larger than children from poorer families.“

Benoit Guerin, „Breaking the cycle of disadvantage“ (2014), S. 4

„Children born into low SES families are more likely to be insufficiently stimulated owing to a poor home learning environment. Such insufficient stimulation in early childhood can result in significant differences in brain size and abnormal cortex development by the age of 3, reflected in poorer cognitive and social development. The gap in cognitive performance across socioeconomic groups at 22 months has been found to correlate with schooling outcomes at the age of 26.“

Benoit Guerin, „Breaking the cycle of disadvantage“ (2014), S. 5

„Raw intelligence is not fixed solely by parental genes, although heritability plays an important role in shaping it. It is boosted by quality parenting and by caring environments. It becomes solidified around the time of puberty.“

Dr. Tim Kautz u. a., „Fostering and Measuring Skills: Improving Cognitive and Non-Cognitive Skills to Promote Lifetime Success“ (2014), S. 11

„Gaps in skills emerge early, before formal schooling begins. Waiting until kindergarten to address these gaps is a poor strategy. It creates achievement gaps for disadvantaged children that are costly to close.“

Dr. Tim Kautz u. a., „Fostering and Measuring Skills: Improving Cognitive and Non-Cognitive Skills to Promote Lifetime Success“ (2014), S. 11

„The absence of parental guidance, nourishment, and encouragement is the most damaging condition for child development. Quality parenting – stimulation, attachment, encouragement, and support – is the true measure of child advantage, and not the traditional measures of poverty commonly used in policy discussions.“

Dr. Tim Kautz u. a., „Fostering and Measuring Skills: Improving Cognitive and Non-Cognitive Skills to Promote Lifetime Success“ (2014), S. 12

„Educational activities such as reading a story, being talked to, or helping with chores are the most 'productive', particularly when they are done with the parents.“

Dr. Mario Fiorini u. a., „How the Allocation of Children’s Time Affects Cognitive and Noncognitive Development“ in „Journal of Labor Economics“, 2014, vol. 32, no. 4, S. 830f

„A parenting style that combines effective (but not harsh) discipline with parental warmth and affection leads to the best behavioral outcomes. Either leniency or excessive harshness in discipline lead to worse outcomes.“

Dr. Mario Fiorini u. a., „How the Allocation of Children’s Time Affects Cognitive and Noncognitive Development“ in „Journal of Labor Economics“, 2014, vol. 32, no. 4, S. 833

„Economically disadvantaged and wealthy parents exhibit large and systematic differences in parenting practices. From birth to age two, non-poor children are more likely than poor children to be caressed, kissed, or hugged by their mother, and they are less likely to be spanked. Non-poor birth-to-two-year-olds also have greater access to children’s books and are more likely to be read to than their poor counterparts. These disparities have significant consequences, as children who experience responsive and stimulating parental care tend to score higher on assessments of motor, social, emotional, literacy, and numeracy skills than those who do not.“

Dr. Benjamin York, „One step at the time: The effects of an early literacy text messaging program for parents of preschoolers“ (2014), S. 3

„The correlation between disadvantage and poor academic attainment is particularly strong in the UK.“

Univ.-Prof. Dr. Timothy Besley u. a., „Investing for Prosperity: Skills, Infrastructure and Innovation“ in „National Institute Economic Review“, No. 224, Mai 2013, R6

„Nur wenn wir die Familien in der Erziehung kompetent machen, können wir den Kindern wirklich helfen. In der Bildungsforschung ist die Erkenntnis nicht neu, dass wir die Erziehung der Eltern nicht durch den Einfluss professioneller Pädagogen ersetzen können.“

Univ.-Prof. Werner Sacher, Die Zeit ONLINE am 10. April 2013

„Kinder, um die sich bis zum Alter von zwei Jahren keiner gekümmert hat, das zeigen Studien mit osteuropäischen Waisen, können ihr Intelligenzpotenzial auch in fürsorglichen Adoptionsfamilien später nicht mehr voll entfalten.“

Univ.-Prof. Dr. Elsbeth Stern, Die Zeit vom 21. März 2013

„Während Eltern mit höherem Bildungsstand die aktive Nutzung unterschiedlicher Medien […] bewusst vorleben und reflektieren, findet in Familien aus der Unterschicht eher eine passiv-konsumierende Mediennutzung statt, die sich unweigerlich auch auf Kinder, Jugendliche und junge Erwachsene überträgt.“

Prof. Dr. Jutta Rump u. a., „Die jüngere Generation in einer alternden Arbeitswelt. Baby Boomer versus Generation Y“ (2013), S. 143

„The literature in criminology and psychology demonstrates that early antisocial behaviors are highly predictive of adolescent and adult antisocial behaviors. Antisocial behaviors measured between ages 7 and 11 strongly predict criminal behaviors in adulthood.“

Univ.-Prof. Dr. James Heckman u. a., „Understanding the mechanisms through which an influential early childhood program boosted adult outcomes“ (2013), S. 19

„One of the most stable findings in educational research is the impact of students’ background on achievement, especially parents’ level of education and occupation or earnings.“

IEA (Hrsg.), „TIMSS and PIRLS 2011“ (2013), S. 8f

„In England, a child’s socio-economic status is the best predictor of their educational attainment.“

Loic Menzies, Direktor des LKM Consulting, „Educational Aspirations: How English schools can work with parents to keep them on track“ (2013), S. 2

„In the UK, especially, parents’ socio-economic status continues to be the primary predictor of which children prosper in adult life.“

Univ.-Prof. Dr. Chris Pascal u.a., „The impact of early education as a strategy in countering socio-economic disadvantage“ (2013), S. 8

„Im europäischen Vergleich zeigt sich, dass eine familienfreundliche Infrastruktur die Geburtenzahlen und die Frauenerwerbstätigkeit fördert, vor allem bei Höherqualifizierten.“

Institut der deutschen Wirtschaft Köln (Hrsg.), „Bildungsmonitor 2013“ (2013), S. 35

„Disobedient and aggressive behaviors measured as early as ages 3-5 predict later childhood conduct disorders and adolescent arrests. Most children with conduct disorders experience social difficulties in adulthood, whereas only 8 percent of children without conduct disorders experience such difficulties. Similarly, many children with antisocial behavior around ages 8-10 become antisocial adults and chronic criminal offenders. Almost all antisocial adults were antisocial children.“

Univ.-Prof. Dr. James Heckman u. a., „Understanding the mechanisms through which an influential early childhood program boosted adult outcomes“ (2013), S. 19

„The size of the effects of parental reading to children on the reading and other cognitive skills of their children is substantial. As indicated before, comparing it to the effect of being older in age, reading on 3-5 days per week to boys has a similar effect as being just under half a year older, whereas reading on 6-7 days per week has a similar effect as being just under one year older. For girls the effects are slightly larger relative to age than for boys, comparing to just over half a year increase in age and just over one year increase in age respectively.“

Univ.-Prof. Dr. Guyonne Kalb u. a., „ Reading to Young Children: A Head-Start in Life?“ (2013), S. 25

„The main findings of the PIRLS 2011 model, both for the EU as a whole and for individual countries, show that the four variables that have a strong impact on reading achievement are: home resources for learning scale, students like reading scale, recognize most of the letters of the alphabet and parental book reading.“

EU-Kommission (Hrsg.), „Reading Literacy in EU Countries: Evidences from PIRLS“ (2013), S. 55

„In general, parents’ reading habits have a stronger impact on children’s reading compared to family interactions and parent’s education.“

Dr. Sabine Wollscheid, „Parents’ cultural resources, gender and young people’s reading habits“ in „International Journal about Parents in Education“, 2013, Vol. 7, No. 1, S. 69

„Acting as reading models, parents are modelling not only reading per se, but in addition, enjoyment, enthusiasm and interest in reading.“

Dr. Sabine Wollscheid, „Parents’ cultural resources, gender and young people’s reading habits“ in „International Journal about Parents in Education“, 2013, Vol. 7, No. 1, S. 71

„There are measurable differences between how children in lower-income families and their middle-class peers develop and learn. By the time a child in a very low-income family reaches age 4, she will have heard only two words for every seven that a child in a higher-income family has heard.“

The Annie E. Casey Foundation (Hrsg.), „The First Eight Years“ (2013), S. 6

„The number of books available to the child, the frequency of visits to the library, parents teaching a range of activities and the number of toys available are all important predictors of the child’s expressive vocabulary at the age of two.“

Ofsted (Hrsg.), „Unseen children“ (2013), S. 43

„Evidence indicates that ensuring a literate environment in the home is of the utmost importance.“

EU-Kommission (Hrsg.), „Reading Literacy in EU Countries: Evidences from PIRLS“ (2013), S. 60

„Reading to children from birth promotes emergent literacy skills like understanding that print carries a message and that in alphabetic languages letters encode speech and, above all, that reading for enjoyment is a pleasurable activity.“

EU-Kommission (Hrsg.), „Reading Literacy in EU Countries: Evidences from PIRLS“ (2013), S. 60

„A quarter of children from poor backgrounds fail to meet the expected attainment level at the end of primary school compared with 3 per cent from affluent backgrounds. The gap widens at 16 with just one in five children from the poorest families achieving five good GCSEs, including English and Maths, compared with three quarters from the richest families.“

NCB (Hrsg.), „Greater Expectations: Raising aspirations for our children“ (2013), S. 12

„A child from a disadvantaged poor background is far less likely to do well at school age 11 and far less likely to do well in their GCSEs at 16 compared with a child from the most well-off backgrounds and there is no indication that this gap between advantaged and disadvantaged children is disappearing.“

NCB (Hrsg.), „Greater Expectations: Raising aspirations for our children“ (2013), S. 28

„Parenting quality is not randomly distributed across the population. There are strong links between parenting quality and income, race, education, and family type.“

Dr. Richard Reeves u. a., „The Parenting Gap“ (2013), S. 6

„By the time children in families with very low incomes enter kindergarten, they are 12 to 14 months behind in language and pre-reading skills, compared with children in higher-income families, where reading books and engaging in regular conversations with adults help build much larger vocabularies.“

The Annie E. Casey Foundation (Hrsg.), „The First Eight Years“ (2013), S. 6

„Aus empirischen Untersuchungen wissen wir, dass spätestens zwischen dem dritten und vierten Lebensjahr ein intensiver Spracherwerb stattfinden muss, um sicherzustellen, dass die Kinder dann mit sechs Jahren überhaupt beschulbar sind - also dem Unterricht folgen können.“

Univ.-Prof. Dr. Dieter Lenzen, Die Welt ONLINE am 17. Dezember 2012

„College educated mothers – according to a comprehensive survey of the evidence from time diary studies – devote more time to child rearing than do less educated mothers, especially in child enrichment activities. They spend more time reading to children and less time watching television with them.“

Univ.-Prof. James Heckman, Nobelpreisträger des Jahres 2000 für Wirtschaftswissenschaften, bostonreview.net am 1. September 2012

„The proper measure of disadvantage is not necessarily family poverty or parental education. The available evidence suggests that the quality of parenting is the important scarce resource.“

Univ.-Prof. James Heckman, Nobelpreisträger des Jahres 2000 für Wirtschaftswissenschaften, bostonreview.net am 1. September 2012

„The gaps in cognitive achievement by level of maternal education that we observe at age eighteen – powerful predictors of who goes to college and who does not – are mostly present at age six, when children enter school.“

Univ.-Prof. James Heckman, Nobelpreisträger des Jahres 2000 für Wirtschaftswissenschaften, bostonreview.net am 1. September 2012

„Im ersten Lebensjahr, das zeigen die Untersuchungen der Bindungsforschung eindeutig, ist der intensive Kontakt zur Mutter oder zu einer anderen Bezugsperson entscheidend, damit Kinder sich gesund und normal entwickeln.“

Univ.-Prof. DDr. Lieselotte Ahnert, Die Zeit ONLINE am 9. Juli 2012

„Insbesondere schwierige Lebenslagen in Familien, wie sie durch Scheidungen, Drogen, häusliche Gewalt u. a. m. verursacht werden können, haben gemäss unserer Untersuchung einen nachhaltigen Einfluss auf das Entstehen von Problemen auch in der Schule. [...] Oftmals übersetzen sich familiäre Schwierigkeiten in Schulprobleme.“

Dr. Susanne Brüggen u. a., „Spannungsfeld Time-out-Klassen“ (2012), S. 19

„Die Einstellung der Eltern und ihre Unterstützung des Schriftspracherwerbs haben einen sehr großen Einfluss auf die Entwicklung der Lese- und Schreibkompetenz ihrer Kinder bis in die Sekundarschulzeit hinein. Maßnahmen mit dem Ziel, die Unterstützungsleistungen der Eltern zu verbessern, haben einen großen Einfluss auf die Lese- und Schreibkompetenz des Kindes.“

EU-Kommission (Hrsg.), „Literacy Report“ (2012), deutschsprachige Zusammenfassung, S. 6

„Das in die Gene geschriebene Intelligenzpotenzial kann sich nur in einer anregenden Umwelt entwickeln. Aber was nicht in die Gene geschrieben ist, kann durch eine anregende Umwelt nicht erzwungen werden.“

Univ.-Prof. Dr. Elsbeth Stern, „Lernwirksam unterrichten“ (2012), S. 123

„An extra day per week of parent-child reading during the first ten years of life raises a child’s performance on standardized reading tests by about half of a standard deviation.“

Univ.-Prof. Dr. Joseph Price, „The Effect of Parental Time Investments“ (2012), Abstract

„In all countries and economies analysed, students whose parents talk with them more frequently are expected to have higher levels of achievement compared with students who talk less frequently with their parents.“

Dr. Francesca Borgonovi u.a., „Parental Involvement in Selected PISA Countries and Economies“ (2012), S. 13

„For students in primary school, differences in parental involvement are associated with greater differences in student performance than any variations in the quality of schools.“

Dr. Francesca Borgonovi u.a., „Parental Involvement in Selected PISA Countries and Economies“ (2012), S. 13

„Parents are key to fostering positive attitudes towards school and academic activities, not only through active involvement, but also by what they do and what they value – their own reading habits and engagement.“

Dr. Francesca Borgonovi u.a., „Parental Involvement in Selected PISA Countries and Economies“ (2012), S. 14

„Reading books to children when they are young is an effective way – and not overly time-consuming or resource-demanding – for parents to be involved in their children’s education because it helps children understand words in context and highlights the value of reading from an early age.“

Dr. Francesca Borgonovi u.a., „Parental Involvement in Selected PISA Countries and Economies“ (2012), S. 51

„The visibility and availability of books and other reading materials are key components of a reading culture at home, in schools and throughout society. Children growing up in homes with more books develop better reading skills, no matter what their social background.“

EU-Kommission (Hrsg.), „EU High Level Group of Experts on Literacy. Final Report“ (2012), S. 40

„Parents and teachers and others not only need to provide children with books, but also to take the time to read to children and engage them in storytelling. […] In addition to being read to, children need literacy role models. Families where reading is valued as a pleasurable activity, where there is active conversation about books, provide a breeding ground for interest in reading. The involvement of parents in reading activities of their 15-yearold children has a known positive effect on reading performance of 15-year-olds.“

EU-Kommission (Hrsg.), „EU High Level Group of Experts on Literacy. Final Report“ (2012), S. 41

„Researchers in the US have estimated that by the age of three, children in literacy-rich households will hear some 20 million more words than their less-advantaged peers. In the United Kingdom, three-year-old children of highly educated parents have vocabularies that are nearly a year ahead of children whose parents have no qualifications.“

EU-Kommission (Hrsg.), „EU High Level Group of Experts on Literacy. Final Report“

„The involvement of fathers is […] very important for children’s learning and development. Seeing fathers read in the home provides children with a positive rolemodel, which is of great importance (especially for boys) and having fathers involved in reading activities is an important factor for later reading and school success. Given that the often low percentage of children who are read to by their fathers is primarily due to time constraints rather than a lack of awareness, the solution requires a shift in employment and social organisation, such as policies targeting work-life balance.“

EU-Kommission (Hrsg.), „EU High Level Group of Experts on Literacy. Final Report“ (2012), S. 58

„Getting books and other reading materials into every family’s home – especially to provide reading materials for parents and children who cannot afford to buy them – is a monumental and necessary task, but it is not enough on its own. Successful book-gifting schemes do not just provide books and information; they also provide practical, hands-on support, guidance and advice for parents.“

EU-Kommission (Hrsg.), „EU High Level Group of Experts on Literacy. Final Report“ (2012), S. 59

„Fourth grade students who reported that they have more than 100 books at home scored 43 points higher in PIRLS than their peers who reported having fewer than 100 books at home.“

EU-Kommission (Hrsg.), „EU High Level Group of Experts on Literacy. Final Report“ (2012), S. 64

Dies entspricht einem Leistungsvorsprung von etwa eineinhalb Jahren.

„On average in Europe, 18 % of fourth grade students (13 % of girls, 24 % of boys) reported never or almost never reading for fun outside school. […] Only 40 % of children read for pleasure daily or almost daily, and a third read for pleasure less than three times a month.“

EU-Kommission (Hrsg.), „EU High Level Group of Experts on Literacy. Final Report“ (2012), S. 64

„Parents play an enormously important role in supporting their children in their literacy development throughout their school years. When children enter primary school, many parents reduce the amount of reading they do with their children, seeing literacy as the school’s responsibility.“

EU-Kommission (Hrsg.), „EU High Level Group of Experts on Literacy. Final Report“ (2012), S. 64

„It is often wrongly assumed that creating a more literate environment for primary age children is just a job for schools. Parents play an enormously important role in supporting their children in their literacy development throughout their school years.“

EU-Kommission (Hrsg.), „Literacy Report“ (2012), S. 64

„One of the most important and consistent predictors of child cognitive and social development was the quality of the mother-child interactions. The more sensitive, responsive, attentive, and cognitively stimulating the mother was during observed interactions, the better the children’s outcomes.“

NICHD (Hrsg.), „Study of Early Child Care and Youth Development“ (2012), S. 23

„The number of children living in households earning less than 50 % of a country’s median income increased in the decade up to the mid-2000s in most countries, particularly in Austria, Germany, Luxembourg and Turkey.“

OECD (Hrsg.), „Equity and Quality in Education“ (2012), S. 20

„It does not require a PhD or unlimited hours for parents to make a difference in their children‘s education. In fact, many parent-child activities that are associated with better reading performance among students involve relatively little time and no specialised knowledge.“

OECD (Hrsg.), „Let’s Read Them a Story“ (2012), S. 12

„Some parents believe that once their child begins formal schooling, only teachers are responsible for educating them. But education is a shared responsibility; and results from PISA show that even older students benefit when their parents are actively engaged in their education.”

OECD (Hrsg.), „Let’s Read them a Story“ (2012), S. 30

„Der Leistungsvorsprung der Schülerinnen und Schüler, denen ihre Eltern in den ersten Schuljahren vorgelesen haben, ist unabhängig vom sozioökonomischen Hintergrund der Familien zu erkennen.“

OECD, „PISA im Fokus 10“ (November 2011), S. 1

„The score point difference in reading that is associated with parental involvement is largest when parents read a book with their child, when they talk about things they have done during the day, and when they tell stories to their children.“

OECD (Hrsg.), „PISA in Focus 10“ (November 2011), S. 3

„Students whose parents discuss political or social issues with them either weekly or daily score 28 points higher, on average, than those whose parents discuss these issues less often or not at all. […] When socio-economic background is taken into account, the score point advantage drops, but remains important – 16 score points.“

OECD (Hrsg.), „PISA in Focus 10“ (November 2011), S. 3

„All parents can help their children achieve their full potential by spending some time talking and reading with their children – even, perhaps especially, when their children are very young.“

OECD (Hrsg.), „PISA in Focus 10“ (November 2011), S. 4

„An economically advantaged child exposed to low-quality parenting is more disadvantaged than an economically disadvantaged child exposed to highquality parenting.“

Univ.-Prof. James Heckman, „American Educator“, Frühjahr 2011, S. 33

„High-quality parenting can be available to a child even when the family is in adverse financial circumstances. […] Since inequality starts at or before birth, it can and should be corrected at or before birth with the resource of early childhood and parental education.“

Univ.-Prof. James Heckman, „American Educator“, Frühjahr 2011, S. 33f

„Substantial ability gaps across children from various socioeconomic groups emerge before they start school.“

Univ.-Prof. James Heckman, „American Educator“, Frühjahr 2011, S. 34

„Die wichtigsten Umweltfaktoren für Intelligenz sind – so zeigen auch die Untersuchungen an den rumänischen und russischen Waisenkindern – eine positive Bildungserfahrung, ein sensorisch und kognitiv stimulierendes frühkindliches Umfeld und die Ermutigung durch die Eltern.“

Univ.-Prof. DDr. Gerhard Roth, „Bildung braucht Persönlichkeit – Wie Lernen gelingt“ (2011), S. 168f

„Internationalen Erhebungen zufolge spielt der familiäre Hintergrund und entsprechende sozioökonomische Status, das Bildungsniveau der Eltern, die Tatsache, dass die Unterrichtssprache für die Lernenden möglicherweise eine zweite oder zusätzliche Sprache ist, für das Niveau der Leseleistungen von Schülern eine signifikante Rolle.“

Eurydice (Hrsg.), „Leseerziehung in Europa“ (2011), S. 131

„Langzeitstudien bestätigen einen starken Zusammenhang zwischen der regelmäßigen Beschäftigung von Eltern und Kindern mit Lernaktivitäten zu Hause und der geistigen und sozialen Entwicklung von Kindern. Dieses Engagement und die Unterstützung der Eltern wirken sich in der frühen Kindheit am stärksten aus, aber auch in der Adoleszenz haben sie noch eine signifikante Auswirkung auf Bildungsleistung und Schreib- und Lesekompetenz.“

Eurydice (Hrsg.), „Leseerziehung in Europa“ (2011), S. 113

„Die Bereitschaft der Eltern, in das Lesen der Kinder zu investieren, d. h. für Kinderbücher zu sorgen und mit ihrem Kind zusammen zu lesen, ist wichtiger als das Leseverhalten des Erwachsenen als solches.“

Eurydice (Hrsg.), „Leseerziehung in Europa“ (2011), S. 119

„Shared book reading may be a particularly important bedtime routine to encourage healthy cognitive development because it facilitates children’s vocabulary development, language and reading skills, and positive attitudes toward literacy.“

Dr. Lauren Hale u. a., „A Longitudinal Study of Preschoolers’ Language-Based Bedtime Routines, Sleep Duration, and Well-Being“. In: „Journal of Family Psychology“, 2011, Vol. 25, No. 3, S. 424

„Several aspects of the home learning environment had a significant impact on children's attainment at school entry. These include: the frequency with which children play with letters or numbers at home, parents drawing children's attention to sounds and letters, the frequency with which parents report reading to their child, and the frequency of library visits.“

Jon Carpentieri u. a., „Family literacy in Europe” (2011), S. 46

„Low levels of emotional support and cognitive stimulation from parents have been found to account for one-third to one-half of the disadvantage their children experience in verbal and maths skills.“

Jon Carpentieri u. a., „Family literacy in Europe” (2011), S. 47

„In all of the Nordic countries, parents who make use of maternity, paternity or parental leave receive a relatively high compensation for loss of income during leave.“

Dr. Ann-Zofie Duvander u. a., „Parental leave“. In: Gíslason u. a., „Parental leave, childcare and gender equality in the Nordic countries“ (2011), S. 32

„Family background is widely recognized as the single most important contributor to success in school.“

Russell W. Rumberger, „Dropping Out - why students drop out of high school and what can be done about it“ (2011), S. 9

„Der Anteil der Eltern am Lernerfolg der Kinder ist doppelt so hoch wie derjenige der Schule. Allein auf die Lesekompetenz eines Kindes hat die Familie 66 Prozent, die Lehrkraft hingegen nur 31 Prozent Einfluss.“

Univ.-Prof. Dr. Werner Sacher, Die Zeit ONLINE am 6. April 2010

„Adolescents who spent more time television viewing had greater risk of low attachment to parents and peers. These associations remained significant after accounting for sex and family factors. For every extra hour spent television viewing, there was a 13 % increase in the risk of having low attachment to parents and a 24 % increase in the risk of having low attachment to peers.“

Dr. Rosalina Richards u. a., „Adolescent Screen Time and Attachment to Parents and Peers“. In: „Archives of Pediatrics and Adolescent Medicine“, Vol. 164, No. 3, März 2010, S. 260

„Adolescents who watch more television, spend more time playing on a computer, and spend less time reading and doing homework are more likely to report poor attachment to parents.“

Dr. Rosalina Richards u. a., „Adolescent Screen Time and Attachment to Parents and Peers“. In: „Archives of Pediatrics and Adolescent Medicine“, Vol. 164, No. 3, März 2010, S. 261f

„Die unterschiedliche Sozialisations- und Bildungsgeschichte von Kindern unterschiedlicher sozialer Herkunft schlägt sich in ihren schulischen Leistungen bereits zu Beginn der Schullaufbahn nieder.“

Univ.-Prof. Dr. Kai Maaz, „Genese sozialer Ungleichheit“. In: „Der Übergang von der Grundschule in die weiterführende Schule“ (2010), S. 30

„Differences in academic attainment and social development related to background emerged early (at age 3) and have remained fairly stable through to the end of Key Stage 3 (Anm.: mit 14 Jahren).“

Department for Education (Hrsg.), „Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14)“ (2010), Executive summary

„A great deal of research on family structure has found significant educational advantages of children in intact families compared to their counterparts in single-parent families or stepfamilies.“

Univ.-Prof. Dr. Jaap Dronkers, „Quality and Inequality of Education: Cross-National Perspectives“ (2010), S. 121

„The effectiveness of education depends on the amount of time that is available for both teaching and learning. Learning and teaching time can be greatly diminished in schools where children have problems inside or outside the home that interrupt the teaching and learning process.“

Univ.-Prof. Dr. Jaap Dronkers, „Features of Educational Systems as Factors in the Creation of Unequal Educational Outcomes“. In: Dronkers (Hrsg.), „Quality and Inequality of Education“ (2010), S. 307

„The causes of differences in ability can be addressed very effectively in the first few years of life.“

Univ.-Prof. Dr. Jaap Dronkers, „Quality and Inequality of Education: Cross-National Perspectives“ (2010), S. 301

„It is family background, parental education, good parenting and the opportunities for learning and development in those crucial years that together matter more to children than money, in determining whether their potential is realised in adult life.“

Frank Fields, „The foundation years: Preventing poor children becoming poor adults“ (2010), S. 5

„Books at home are the single most important predictor of student performance in most countries.“

Eric Hanushek u.a., „The Economics of International Differences in Educational Achievement“ (2010), S. 14

„The Home Learning Environment (HLE) in the pre-school period has association with all aspects of children’s cognitive and social development and for much of a child’s life is one of the most powerful influences upon development.“

Univ.-Prof. Dr. Edward Melhuish, „Why children, parents and home learning are important“. In: Sylva u. a., „Early Childhood Matters“ (2010), S. 67

„Although parents‘ social class and levels of education were related to child outcomes, the quality of the HLE (Anm.: Home Learning Environment) was more important and only moderately associated with social class or mothers‘ qualification levels.“

Univ.-Prof. Dr. Edward Melhuish, „Effective pre-school provision in Northern Ireland“. In: Sylva u. a., „Early Childhood Matters“ (2010), S. 203