Research Interests

• Quality and Impact of institutional early childhood education and care

• Language education in daycare centers and children’s language and literacy development

• Organisational possibilities of quality development in day care centers

Curriculum Vitae

Elisabeth Resa, M.A.

Memberships

Associate member of Deutsche Gesellschaft für Erziehungswissenschaft (DGfE), Sektion 4: Empirische Bildungsforschung, Sektion 8: Sozialpädagogik und Pädagogik der frühen Kindheit

MA: Research Project “Quality in Bilingual Daycare Centers”

In the project 'Quality in Bilingual Daycare Centers,' the pedagogical quality of (linguistic and socio-emotional) stimulation at the individual child level is observed in several bilingual daycare centers. As part of the research project, students can participate in quantitative analyses of methodological issues and, for example, analyze whether the quality of aspects assessed at the group level aligns with the stimulation quality experienced by the individual child.

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MA: Research Project “Self-directed Projects”

Independent research ideas in the field of early childhood education and care.

MA: Research Project "Quality in bilingual daycare centres"

In the project "Quality in bilingual daycare centres", the pedagogical quality of (linguistic) stimulation at the level of the individual child is recorded in several bilingual daycare centres by means of observation and linked to the child's skills. As part of the LFP, students will be involved in the development of a new observation tool.

MA: Research Project: Testing an Observation Tool as Part of the Evaluation of “Sprach-Kitas”

Students test a new quality scale (German translation of the “Sustained Shared Thinking and Emotional Well-being Scale – SSTEW” by Siraj, Kingston & Melhuish, 2015) through live observations in Berlin daycare centers. Each participant is expected to visit eight facilities. Observations take place in one group of the daycare center throughout the entire morning. In preparation for the live observations, students are trained to use the quality scale. For those considering a master’s thesis, it is recommended to have an interest in quantitative questions, as the evaluation study offers many opportunities for quantitative analysis.

Project – Project Seminar

In small groups, practical or research projects are planned, implemented, and reflected upon. At the end of the lecture period, a project presentation takes place. The project group creates a project report.

Fundamental Approaches to Instruction – Seminar

This seminar addresses approaches and concepts of instruction in preschool settings, using the example of language education. Starting with basic terms, theories, and forms of instruction, the seminar identifies the particularities for the preschool context and the area of language education. Additionally, the seminar discusses which language competencies can be stimulated at the preschool age and how they develop. Building on this, practical examples of instructional approaches are used to demonstrate various ways to stimulate learning processes in everyday daycare activities and to track learning progress. Participants will learn about various language education programs and initiatives. During the seminar, participants are expected to develop their own ideas for early language education in project teams.

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MA: Research Project “Ensuring the Quality of Early Childhood Education and Care in Selected Countries”

The EU project CARE ("Curriculum Quality Analysis and Impact Review of European Early Childhood Education and Care") examines early childhood institutional care and education (ECEC) in Europe. In cooperation with partners from 10 European universities, the Department of Early Childhood Education at the Department of Educational Science at FU Berlin examines various characteristics of ECEC and their impacts (e.g., curricula, pedagogical approaches, quality characteristics, as well as quality assurance and monitoring). One of the sub-projects deals with possible correlations between the quality assurance systems of ECEC in different countries and the short-, medium-, and long-term effects on children's developmental outcomes. As part of the research project, each student will focus on the quality assurance system of ECEC in one country by reviewing existing documents and research on the topic.

Research projects

Publications

Anders, Y., Kluczniok, K., Blaurock, S., Erdem-Möbius, H., Fitzner, J., Hausladen, K., Hummel, T., Pietz, S., Resa, E., Then, S., Voss, N., & Roßbach, H.-G. (2023). Policy-Brief zum Bericht der wissenschaftlichen Evaluation des Bundesprogramms „Sprach-Kitas: Weil Sprache der Schlüssel zur Welt ist“ (Projektphase: 2023) - Ergebnisse zur Sicherung der Nachhaltigkeit des Bundesprogramms und zu den Gelingensfaktoren für den Transfer des Programms in Landesstrukturen. https://doi.org/10.20378/irb-105179

Anders, Y., Kluczniok, K., Buchholz, S., Erdem-Möbius, H., Hummel, T., Kurucz, C., Pietz, S., Resa, E., Then, S., & Roßbach, H.-G. (2023). Policy Brief zum Zwischenbericht der wissenschaftlichen Evaluation des Bundesprogramms "Sprach-Kitas: Weil Sprache der Schlüssel zur Welt ist": Die Bedeutung der zusätzlichen Fachberatung und Kita-Tandems für die Implementation des neuen Querschnittsthemas Digitalisierung. https://www.fruehe-chancen.de/themen/sprachliche-bildung/bundesprogramm-sprach-kitas/ueber-das-programm/programmbegleitende-evaluation

Anders, Y., Kluczniok, K., Buchholz, S. Erdem-Möbius, H., Hummel, T., Kurucz, C. Pietz, S., Resa, E., Then, S. & Roßbach, H.G. (2022). Policy Brief zum Zwischenbericht der wissenschaftlichen Evaluation des Bundesprogramms „Sprach-Kitas: Weil Sprache der Schlüssel zur Welt ist“ (Projektphase 2021 – 2022) : Ergebnisse zur Implementation des neuen Querschnittsthemas Digitalisierung und zum nachhaltigen Transfer des Bundesprogramms sowie zu pandemiebedingten Förderbedarfen. Bamberg & Berlin. https://doi.org/10.20378/irb-105222

Kurucz, C., Resa, E., Kluczniok, K., Anders, Y., & Roßbach, H.-G. (2021). Bundesprogramms „Sprach-Kitas“. Das Kita-Handbuch. https://www.kindergartenpaedagogik.de/fachartikel/kita-politik/bildungspolitik/bundesprogramms-sprach-kitas

Resa, E., Wolf, K.M., & Anders, Y. (2020). Preschool teachers’ team goal setting and domain-specific process quality in day-care centres. Bildungsforschung 2(18). https://bildungsforschung.org/ojs/index.php/bildungsforschung/article/view/299

Resa, E., Groeneveld, I., Turani, D., & Anders, Y. (2018). The role of professional exchange in improving language-related process quality in daycare centres. Research Papers in Education, 33(4), 414–433. https://doi.org/10.1080/02671522.2017.1353671

Anders, Y., Ballaschk, I., Blaurock, S., Kluczniok, K., Lehrl, S., Resa, E., & Wieduwilt, N. (2017). Deutsche Übersetzung der Sustained Shared Thinking and Emotional Well-being (SSTEW) Scale (Unveröffentlichte Forschungsversion). Freie Universität Berlin.

Resa, E.,  Ereky-Stevens, K., Wieduwilt, N., Penderi, E., Anders, Y., Petrogiannis, K., & Melhuish, E. (2016). Overview of quality monitoring systems and results of moderator analysis. http://ecec-care.org/fileadmin/careproject/Publications/reports/D4_3_Overview_of_quality_monitoring_systems_and_results_of_moderator_analysis.pdf

Resa, E., Anders, Y, Ulferts, H., & Odemarck, M. (2015). Frühkindliche Bildung und Betreuung in Europa: Vorstellung des EU-Projektes CARE und erste Ergebnisse. Diskurs Kindheits- und Jugendforschung, 4, 461-468.

Resa, E. (2014). Zusammenhänge zwischen dem Anteil von Kindern mit Migrationshintergrund auf Gruppen- und Einrichtungsebene und der sprachlichen Anregungsqualität in Kindertagesstätten. Unveröffentlichte Masterarbeit. Freie Universität Berlin.

Döge, P., Weyer, E., Resa, E., Eckhardt, A.G., Lee, H.-J., Agache, A. Flöter, M., Keller, H., Tietze, W., & Spieß, C.K. (2013). Untersuchungsanlage. In W. Tietze, F. Becker-Stoll, J. Bensel, A.G. Eckhardt, G. Haug-Schnabel, B. Kalicki, H. Keller, B. Leyendecker (Hrsg.), NUBBEK - Nationale Untersuchung zur Bildung, Betreuung und Erziehung in der frühen Kindheit (S. 21-36). Weimar/Berlin: Verlag das Netz

Conference contributions

Kluczniok, K., Resa, E., & Voss, N. (2024, May 6 - 8). Pedagogical Quality at the Target Child Level in Early Childhood Education Institutions – Introduction of a New Observation Instrument [Vortrag]. 22nd International ECERS International Conference, Porto, Portugal.

Resa, E.; Kluczniok, K.; Anders, Y. (2024, March 11-13). Bedeutung der Führungsstrategien von Kita-Leitungen für die Qualitätsentwicklung in Kitas  [Poster]. 29. Tagung der Deutsche Gesellschaft für Erziehungswissenschaft (DGfE), Halle, Deutschland.

Resa, E.; Ballaschk, I.; Anders, Y. (2019, August). Leading the team of day care centres towards high quality language education. [Conference presentation]. 18th Biennial EARLI Conference. Aachen, Deutschalnd.

Resa, E.; Wieduwilt, N.; Anders, Y.; Roßbach, H.-G. (2016, Juni). The role of professional exchange within the team for the realised process quality of language education in childcare centres [Conference presentation]. Konferenz der ‘special interest group 5’ der European Association for Research on Learning and Instruction (EARLI), Porto, Portugal.

Resa, E.; Wieduwilt, N.; Anders, Y.; Roßbach, H.-G. (2016, Mai). The role of professional exchange within the team for the realised process quality of language education in childcare centres [Conference presentation]. ECERS Meeting 2016, Oxford, Großbritannien.

Resa, E.; Turani, D.; Wieduwilt, N.; Tuffentsammer, M. (2015, März). Welche Rolle spielen Fortbildungen für die realisierte pädagogische Prozessqualität? Ergebnisse der wissenschaftlichenEvaluation des Bundesprogramms 'Schwerpunkt-Kitas Sprache & Integration' [Conference presentation]. 3. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Bochum.

Wieduwilt, N.; Tunrani, D.; Resa, E. (2014, März). Offensive Frühe Chancen: Schwerpunkt-Kitas Sprache und Integration [Conference presentation]. 2. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Frankfurt.