Projects
Thanks to our expertise and our network, we are able to offer tailor-made advice and project development for specific organizations as well as carry out comprehensive projects at a national or transnational level and provide scientifically based support. The resulting project materials are designed to be practical and varied.
University course Elementary+
Elementary+ (AT)
The federal Elementary+ initiative aims to professionalize employees who are already in practice and have a low level of qualification. This qualification focuses on flexibility through a mixture of formats. Participants are supported by experts from academia and practice.
The three-year university course is run alongside work and in regional groups. This makes it possible to combine work in a crèche or kindergarten with participation in the educational program. Participants without a high school diploma take the university entrance qualification exam in the first year and can thus complete the university course as a qualified elementary teacher.
The Elementary+ qualification is aimed at the whole of Austria and is set to start in late fall 2023. There are 50 places available for the first intake. Completion of the course is free of charge for participants. The Ministry of Education will cover the costs of the course in full.
Duration: 2023-today
Funding: Federal Ministry of Education, Science and Research
Language education
Sprach-Kitas: Because language is the key to the world (D)
The PEP is responsible for qualification in the federal program Sprach-Kitas. This is structured as a multiplier model and now reaches every tenth daycare center in Germany.
In terms of content, the qualification focuses on the three fields of action of everyday integrated language education, inclusive pedagogy and cooperation with families as well as the cross-cutting topics of digitalization and sustainability. The PEP develops and creates the training content and makes it available via the program's internal online platform. In addition, the approximately 500 additionally funded "Sprach-Kitas" specialist advisors are trained by PEP trainers based on the content as well as methodologically and didactically, thus preparing them for their role as multipliers.
A formative evaluation of the PEP reviews the progress of implementation and enables adjustments to be made during the course of the program.
Duration: 2016-2022
Funding: Funded by the Federal Ministry for Family Affairs, Senior Citizens, Women and Youth
Regional benefit: Language promotion is a highly topical issue in elementary education and the findings on the implementation processes could also be used in an adapted form for Austria.
sprach-kitas.fruehe-chancen.de
10 steps to language education integrated into everyday life
Based on numerous studies in the field of early language education, a wide variety of strategies for supporting children's language acquisition can be derived. The project extracts the most important strategies for promoting language education in everyday kindergarten life and prepares them for practical application. The project "10 steps to reflecting on everyday integrated education" encourages educational professionals to reflect on strategies for everyday integrated language education using short specialist texts, guided tasks to try out in practice, checklists and video examples. In this context, the quality of interaction in their own groups can also be improved.
Duration: May 2018-November 2018
Funding: Province of Styria
Regional benefit: Professionalization of kindergarten teachers: Current findings from science and research are presented in a practical way for those interested in the field of early language education.
linguistic-education.uni-graz.at
Sprachschatz Kindergarten (AT)
Linguistic interaction quality in key situations
Current international research findings show that the impact and sustainability of early language education integrated into everyday life is closely linked to the design of interactions between educational professionals and children. The "Sprachschatz Kindergarten" project aims to contribute to quality assurance and development in early language education in the kindergarten setting. The project focuses on language education processes integrated into everyday life in the areas of building and construction, music and movement as well as in eating situations. The resulting working materials will be made available to educational professionals together with the film material, which makes good pedagogical quality of language and interaction processes visible.
Duration: 2020-2021
Study area: Styria, Austria
Funding, funding program: Province of Styria
Intervention study: Increasing the quality of interaction (AT)
In the 2020/21 academic year, a further education offensive was initiated at the University College of Teacher Education Burgenland on the topic of "Everyday integrated language support". Among other things, this course aims to increase the quality of language-stimulating interactions and strengthen interaction-related skills in everyday teaching (University of Teacher Education Burgenland, 2019). As part of an intervention study, the professionalization effects of the university course "Everyday integrated language support" were recorded by the Department of Elementary Education using a pre-post design with an experimental and control group. The surveys were carried out by means of observations (GrazIAS; two observation phases in the intervention and control group) and questionnaires (two online surveys in the intervention group; one online survey in the control group). Survey period March to October 2020.
Duration: 2020
Study area: Burgenland, Austria
Cooperation partner: University of Teacher Education Burgenland
Language education and mathematical-technical education
Sprach-Kitas: Because language is the key to the world (D)
The PEP is responsible for qualification in the federal program Sprach-Kitas. This is structured as a multiplier model and now reaches every tenth daycare center in Germany.
In terms of content, the qualification focuses on the three fields of action of everyday integrated language education, inclusive pedagogy and cooperation with families as well as the cross-cutting topics of digitalization and sustainability. The PEP develops and creates the training content and makes it available via the program's internal online platform. In addition, the approximately 500 additionally funded "Sprach-Kitas" specialist advisors are trained by PEP trainers based on the content as well as methodologically and didactically, thus preparing them for their role as multipliers.
A formative evaluation of the PEP reviews the progress of implementation and enables adjustments to be made during the course of the program.
Duration: 2016-2022
Funding: Funded by the Federal Ministry for Family Affairs, Senior Citizens, Women and Youth
Regional benefit: Language promotion is a highly topical issue in elementary education and the findings on the implementation processes could also be used in an adapted form for Austria.
sprach-kitas.fruehe-chancen.de
10 steps to language education integrated into everyday life
Based on numerous studies in the field of early language education, a wide variety of strategies for supporting children's language acquisition can be derived. The project extracts the most important strategies for promoting language education in everyday kindergarten life and prepares them for practical application. The project "10 steps to reflecting on everyday integrated education" encourages educational professionals to reflect on strategies for everyday integrated language education using short specialist texts, guided tasks to try out in practice, checklists and video examples. In this context, the quality of interaction in their own groups can also be improved.
Duration: May 2018 - November 2018
Funding: Province of Styria
Regional benefit: Professionalization of kindergarten teachers: Current findings from science and research are presented in a practical way for those interested in the field of early language education.
linguistic-education.uni-graz.at
Sprachschatz Kindergarten (AT)
Linguistic interaction quality in key situations
Current international research findings show that the impact and sustainability of early language education integrated into everyday life is closely linked to the design of interactions between educational professionals and children. The "Sprachschatz Kindergarten" project aims to contribute to quality assurance and development in early language education in the kindergarten setting. The project focuses on language education processes integrated into everyday life in the areas of building and construction, music and movement as well as in eating situations. The resulting working materials will be made available to educational professionals together with the film material, which makes good pedagogical quality of language and interaction processes visible.
Duration: 2020-2021
Study area: Styria, Austria
Funding, funding program: Province of Styria
Intervention study: Increasing the quality of interaction (AT)
In the 2020/21 academic year, a further education offensive was initiated at the University College of Teacher Education Burgenland on the topic of "Everyday integrated language support". Among other things, this course aims to increase the quality of language-stimulating interactions and strengthen interaction-related skills in everyday teaching (University of Teacher Education Burgenland, 2019). As part of an intervention study, the professionalization effects of the university course "Everyday integrated language support" were recorded by the Department of Elementary Education using a pre-post design with an experimental and control group. The surveys were carried out by means of observations (GrazIAS; two observation phases in the intervention and control group) and questionnaires (two online surveys in the intervention group; one online survey in the control group). Survey period March to October 2020.
Duration: 2020
Study area: Burgenland, Austria
Cooperation partner: University of Teacher Education Burgenland
Quality development, in particular interaction quality
Making good quality in the education and care of very young children visible (AT, CH)
This transnational project focused on the interaction quality of institutional education, care and upbringing of infants and very young children aged zero to two years in Austria and Switzerland (City of Zurich).
Characteristics of good interaction quality were analyzed on the basis of literature research and theoretically prepared in an accompanying booklet for practical use. Video sequences from everyday day nursery life illustrate examples of good practice and provide an insight into the situations in which good interaction quality is visible in practice. The video sequences were commented on by experts from the field of nursery education and form a bridge between the accompanying booklet and the implementation of the criteria in practice. The project was funded by the Province of Styria and the City of Zurich.
Based on numerous studies in the field of early language education, it is known that children can benefit in particular from language education integrated into everyday life in their language acquisition. Selected language strategies are presented in theory in an accompanying booklet and invite professionals to try them out in practice with guided tasks. Checklists for self-reflection can be used to reflect on one's own language use. Annotated good-practice video examples from kindergarten practice provide insights into the everyday use of language strategies.
The project was funded by the Province of Styria. The video sequences, the accompanying booklet and further information about the project can be found at
Qualimentary (AT, DE, IT, SI, PT, HU)
Implementing quality development processes in elementary education and care facilities
Due to the increased quantitative expansion of child education and care places in the European member states, there is an increasing focus on quality assurance and development. The Erasmus+ project "Qualimentary" focused on the implementation of interaction quality. The project partners were made up of a network of experienced practice and research institutions (consortium leadership in Graz, Italy, Slovenia, Portugal, Hungary, Germany). The Erasmus+ KA2 VET project was divided into three phases. The project began with a needs analysis and a survey of the current situation with regard to the training and further education needs of pedagogical professionals in terms of interaction quality. Building on this, a digital training tool was developed and implemented in the project countries. Finally, in the third phase of the project, a digital self-evaluation tool was evaluated to support professionals in further quality development processes.
Duration: 2019-2021
Study area: Germany, Italy, Austria, Portugal, Slovenia, Hungary
Funding, funding program: Erasmus+
European seal of quality for childcare facilities (AT, DE, IT, SI)
A total of seven different institutions from Germany, Italy, Slovenia, Hungary and Austria worked on developing a European seal of quality for the elementary education sector. The seal of quality for kindergartens and crèches, which after the end of the project will primarily serve to make the quality of education and care facilities visible to the outside world and support quality assurance, is seen as an important development with regard to high-quality education and care work in elementary education.
The aim is for all EU countries to have access to a "uniform" quality seal, thereby improving, making visible and maintaining quality throughout the EU.
Duration: 2017-2019
Funding: European Commission
Funding program: ERASMUS+ programs
eu-guetesiegel-fruehpaedagogik.uni-graz.at
Effects of the quality of interaction on crèche children (EIK study) (AT)
In many families, caring for young children outside the home is part of everyday life: the children are looked after in the crèche and gain many interesting and development-promoting experiences. This is where the study "Effects of interaction quality on crèche children" (EIK study) comes in and examines how the interactions in Austrian crèches between the specialist staff and the children are structured and how these affect the child's development in the first year of crèche.
Around 100 children from different crèche groups in Graz, Graz-Umgebung and Vienna were observed three times (October, February, June) in the 2018/2019 crèche year. Standardized observation instruments were used to record the interactions between the teachers and the children as well as general quality standards. In addition, the children who joined this year are allowed to take part in a playful development test. A questionnaire for parents completes the survey. A further questionnaire is sent to all adults present in the crèche group.
Duration: 2018-2019
Study area: Styria and Vienna, Austria
Funding: Doctorate, master's thesis and own funds
Technical education
Ellda - E(lementar)-Learning Lab and digital activities (AT)
Building and constructing is a fundamental part of children's play. In building and construction play, the child forms a picture of the world in a co-constructivist sense, learns about physical laws, among other things, and experiences itself as a constructor and designer. The aim of this project, which is led by Assistant Professor Dr. Eva Pölzl-Stefanec, is to make the basics and didactic considerations of building and constructing visible together with pedagogical professionals in a further education and training course with synchronous online components.
Duration: 2021
Funding: Austrian Research Promotion Agency (FFG)
Digitization
Young children in the digital world (KiddiW) (AT)
Children's use of media has changed in recent years. Whereas television used to dominate, today it is media such as smartphones and tablets that are used by even the youngest children. How does the use of these media affect children's development and health? Previous research has hardly provided any answers in this regard. The requested study investigates the influence of the use of interactive, digital media on the health and development of young children aged one and a half years upwards. On the one hand, it is about how different offers differ in their effect. Furthermore, the influence of the duration and type of media use will be investigated.
Duration: 2018-2021
Study area: Styria, Austria
Funding: Province of Styria
Funding program: Styria Future Fund
Practical guidance
Practical applicationitung digital (D)
Praxisanleitung digital is a free learning platform that is funded by the Federal Ministry for Family Affairs, Senior Citizens, Women and Youth (BMFSFJ) as part of the federal program "Fachkräfteoffensive Erzieherinnen und Erzieher". On the one hand, it is explicitly aimed at practice supervisors, daycare centre managers and interested educational professionals with the aim of strengthening the practical learning environment in daycare centres and further professionalizing the supervision of trainees.
On the other hand, in 2021, content was created for students along the cross-state curriculum for educator training with a wide variety of focal points for their practical phases. The learning platform contains various subject areas with individually combinable modules on a wide range of content relating to the topic of "practical guidance". The learning formats are varied: from web-based training to short films, audio podcasts and quiz formats, you will find many different training opportunities.
A special offer of the Praxisanleitung digital learning platform can be found in the "Advice and support" section: users can engage in professional exchange, seek advice online, ask experts questions on all topics related to early childhood education or benefit from good practice examples from the field.
Duration: 2019-2022
Funding: Funded by the Federal Ministry for Family Affairs, Senior Citizens, Women and Youth
Regional benefit: The learning and exchange platform is open to all colleagues and can be used as required.
Professionalization
Microlearning - the gradual path to professionalization (AT)
"Microlearning", i.e. learning in small steps, is an innovative form of e-learning. This asynchronous further education design, conceived by Assistant Professor Dr. Eva Pölzl-Stefanec, enables a flexible and mobile link between work and further education. Thanks to the location- and time-independent offerings, educational professionals can continue their training asynchronously without major interruptions to their work or during idle times. The individual learning units are limited in terms of both time and content.
Duration: 2020-2021
Cooperation partner: Province of Styria, A6 - Child education and care
Mathematical education
Educational concepts of elementary school teachers using the example of mathematics in an international comparison ("BELMi 3-6") (AT, CH, CN)
Didactics and the methodological approach in elementary educational institutions form a central area in every learning setting. This applies to all education systems around the world. The study "Educational concepts of elementary educators using the example of mathematics in international comparison" ("BELMi 3-6") aims to describe the educational concepts and performance expectations of elementary educators in mathematics for children aged 3 to 6 years in different countries. Elementary teachers from Switzerland, Austria, China (Shanghai) and Vietnam (Hanoi) are participating in the research.
The study consists of different elements. General educational ideas (Keller, 2011) are surveyed using a questionnaire. The educational ideas are examined in a qualitative setting. The elementary teachers are asked to provide a mathematical play and learning situation for children aged 3 to 6 years. This play and learning situation will be videotaped and evaluated. The elementary educators then justify the didactic setting and reflect on the educational understanding behind it. In addition, the performance expectations of the elementary teachers are examined using the example of children's mathematical skills by means of a questionnaire.
Duration: 2016/17-2018
Research area: Austria, Switzerland, China and Vietnam
Funding: Doctorate and own funds
Regional benefit: The study produces findings as well as illustrative materials for teaching and publications. In addition, this contact is a valuable anchor point for the internationalization of teaching.
Health
Educational concepts of elementary school teachers using the example of mathematics in an international comparison ("BELMi 3-6") (AT, CH, CN)
Didactics and the methodological approach in elementary educational institutions form a central area in every learning setting. This applies to all education systems around the world. The study "Educational concepts of elementary educators using the example of mathematics in international comparison" ("BELMi 3-6") aims to describe the educational concepts and performance expectations of elementary educators in mathematics for children aged 3 to 6 years in different countries. Elementary teachers from Switzerland, Austria, China (Shanghai) and Vietnam (Hanoi) are participating in the research.
The study consists of various elements. General educational ideas (Keller, 2011) are surveyed using a questionnaire. The educational ideas are examined in a qualitative setting. The elementary teachers are asked to provide a mathematical play and learning situation for children aged 3 to 6 years. This play and learning situation will be videotaped and evaluated. The elementary educators then justify the didactic setting and reflect on the educational understanding behind it. In addition, the performance expectations of the elementary teachers are examined using the example of children's mathematical skills by means of a questionnaire.
Duration: 2016/17-2018
Research area: Austria, Switzerland, China and Vietnam
Funding: Doctorate and own funds
Regional benefit: The study produces findings as well as illustrative materials for teaching and publications. In addition, this contact is a valuable anchor point for the internationalization of teaching.
Early promotion / equal opportunities
Early intervention services in cities (AFFiS) (CH)
Early intervention services look different in different Swiss cities, as do access facilitations or mandatory legal bases for participation in a measure. Until then, it is largely unclear how families - especially socially disadvantaged families and families with a migration background - perceive the supportive approach of the state. The study examined the use (or non-use) and benefits of services from the parents' perspective. This was done comparatively across different municipalities and cities.
Duration: 2016-2018
Study area: Switzerland
Funding: State Secretariat for Migration, various cities and cantons, plus a comparative study on educational aspects (dissertation project)
Regional benefit: Supplementary work for Graz and the surrounding area could be realized with the help of the developed instruments and evaluation procedures via master's theses.
Study: Early intervention services in Swiss cities (AFFiS)
Literature study and guidelines on good practice criteria for the design of early intervention services for children from socially disadvantaged families (CH)
Evidence-based criteria were derived on the basis of an extensive, systematic literature review of impact studies in the areas of health, social affairs and education as well as several workshops with experts from academia, interest groups and practitioners. The guideline highlights early support services for all families - especially families in challenging circumstances.
Duration: 2015-2016
Study area: Switzerland
Funding: National Program for the Prevention and Combating of Poverty, Federal Social Insurance Office
Regional benefit: The literature study and the guidelines were published by the Federal Social Insurance Office in spring 2016. The authors are free to use them.
Literature study and good practice criteria
Evidence-based planning
Acting professionally in early childhood education means that educators maintain high quality in daycare centers regardless of the concept. In addition to often situational short-term adjustments, this also requires well thought-out planning of everyday life. The project will develop guidelines on the topic of planning as well as further training elements for professionals, focusing on observation as well as annual planning, rough planning and micro-planning of everyday daycare and kindergarten life.
Duration: 2022
Funding: Cooperation project between the province of Styria and the University of Graz
Regional benefit: The materials are made available to elementary educators as asynchronous learning units.
Cooperations
In numerous international and national projects, the PEP Center strives to cooperate with a wide variety of players in the field of early education.
Cooperations
Education and Society, Child Education and Care Department
Province of Styria
Center for Early Education
University of Teacher Education St. Gallen
Everyday integrated language support, digital education
PH Styria
Prof. EvaFrauscher
Training course "Using support-oriented observation tools safely and efficiently in the school entry phase"
GiP, generations in partnership
Kindergarten provider
International data center
The PEP cooperates with the Austrian Social Science Data Archive. The research database is continuously developed on the basis of our digitized, scientifically sound working materials and measurement instruments. The data is stored under the strictest data protection regulations in order to make it available to the scientific community as open source in anonymized form for empirical analyses and publications. In this way, the University of Graz is making a key contribution to scientific progress.
Goals:
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Central and standardized presentation of the database
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Contribution to research management in elementary education
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Stronger links between research and teaching