Frank Niklas
Datos Biográficos
| ID | 311152 |
|---|---|
| NOMBRE | Frank Niklas |
| NOMBRES | Frank |
| APELLIDO | Niklas |
| FIRMA | NIKLAS F |
| AFILIACIONES | Ludwig-Maximilians-Universität München |
| ORCID | 0000-0002-3777-7388 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 26 |
| TOTAL DE CITAS | 8 |
| TOTAL COMO AUTOR | 26 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1991 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
Specific Contributions of Basic Numerical Skills and Working Memory to Mathematics Skills in Primary School
The development of mathematics skills is driven by domain-specific and domain-general cognitive predictors, like non-symbolic and symbolic numerical skills and working memory (WM), respectively. However, differential and potentially changing contributions of these predictors across primary school years have hardly been investigated jointly. Therefore, we assessed 486 German primary school children from first to fourth grade (i.e., 6 to 11 years o…
The Role of Home and Child Characteristics in Children’s School Readiness
The start of formal schooling occurs at a time in life when young children are undergoing rapid developmental changes, and the environments in which they grow, particularly the family, can have a lasting impact on their competence and learning outcomes. The current study examined variations in school readiness among preschool children and how these are associated with home and child characteristics. Specifically, this cross-sectional study consid…
The More, the Better? Quantitative and Qualitative Aspects of the Home Literacy Environment and Their Impact on Children’s Literacy Development
The Home Literacy Environment (HLE) plays a key role in children’s literacy development. While previous research has mainly focused on the quantity of literacy activities, the role of the quality of parent–child interactions within the HLE in children’s literacy development has been relatively understudied. Using a sample of N = 500 preschoolers (Mage = 60.97; SDage = 4.61; 51% girls; 38% migration background) in Germany, this study examines the …
Good child, bad child
60.97 months) and their teachers to examine the relation and stability of SEC and MSC over two years. After imputing data via multivariate imputation by chained equations due to missing ratings in teacher surveys, cross-lagged relations indicate that a stronger MSC in the last year of kindergarten can lead to greater SEC, which in turn can predict later MSC at the end of Grade 1. Both constructs showed stability over time, with significant correl…
Differential contributions of approximate number system, number line estimation, and working memory to mathematical skills in preschool and primary school
Early mathematical skills predict later mathematical skills and general school achievement. The approximate number system (ANS), number line estimation, and working memory (WM) were found to be important predictors of the development of mathematical skills. However, studies specifying contributions of ANS, number line estimation, and WM at developmental levels are scarce. Therefore, the current study aimed to evaluate differential contributions o…
AI ‐Based Adaptive Feedback in Simulations for Teacher Education
Supporting children’s numeracy competencies and families’ HNE
Early numeracy competencies are of great importance for children’s competency development. Here, early digital intervention approaches offer the potential to support all children and their families. We investigated whether the provision of specific numeracy learning apps and parent information about children’s numeracy development improves both, children’s numeracy competencies and the quality of families’ home numeracy environment (HNE) while co…
Training of Executive Functions in Children
We investigated the effect of cognitive training of executive functions on children’s cognitive outcomes. To address this issue, a systematic meta-analysis of published research articles on cognitive training interventions was performed considering children’s age, training duration, -procedure, and -technology in moderator analyses. The results ( N = 57) of a random-effects-model showed that cognitive training was effective with a total effect si…
The role of parental attitudes, home literacy environment, and migration background in preschool children's emergent literacy skills
Developing proficient literacy skills is important for school success. This study examined the link between parental attitudes towards reading and preschool children's emergent literacy skills in German, focusing on children with and without migration background. It explored whether the Home Literacy Environment (HLE) mediated this relation while controlling for child age, sex, cognitive skills, and family socioeconomic status. The study involved…
Learning apps at home prepare children for school
The usage of high-quality learning applications (apps) at home may increase children's mathematical and literacy competencies. This approach was tested in a family intervention study. Intervention families (n = 302) in two German cohorts (N = 500; M (SD)age = 61.0 (4.6) months; n ♀ = 302) received tablets with newly developed learning apps focusing either on mathematical or literacy learning for every-day usage at home across half a kindergarten …
I have three more than you, you have three less than me? Levels of flexibility in dealing with additive situations
Assessment and intervention in the early years should ideally be based on evidence-based models describing the structure and development of students’ skills. Mathematical word problems have been identified as a challenge for mathematics learners for a long time and in many countries. We investigate flexibility in dealing with additive situations as a construct that develops during grades 1 through 3 and contributes to the development of students’…
Evaluating educational apps for preschoolers
Educational apps offer a wide range of opportunities to foster children's early competency development during preschool age. However, due to inconsistent evaluation criteria, comparing the educational value of different apps is challenging, and conclusive data on children's and parent's preferences in choosing educational apps for preschoolers is lacking. In the present study, we analyse differences and agreements between the assessments of educa…
Exploring Environmental Factors Associated with Child Wellbeing during Covid-19 in Australia and Germany
The COVID-19 pandemic has had a significant impact on the wellbeing of children and families globally. With extended lockdown periods, early childhood education and school closures, and remote learning, families experienced increased stress and anxiety, financial hardship, and disrupted routines. This paper aims to explore associations between children’s social-emotional wellbeing and environmental factors (including the burden of COVID-19 on the…
New directions in the conceptualization and operationalization of the home learning environment
In the present study, we analyze the associations between theoretical dimensions of the HLE, their different methods of operationalization, and children’s numeracy and literacy competencies assessed with a wide range of standardized tests
Parental (STEM) Occupations, the Home Numeracy Environment, and Kindergarten Children’s Numerical Competencies
Children’s early numerical competencies are of great importance for later academic achievement. Young children gain these competencies in the context of the home numeracy environment (HNE). Additionally, child characteristics and families’ socioeconomic status (SES) are associated with children’s competencies. In this study, we investigated parents’ occupations (i.e., STEM or non-STEM occupation) as a specific aspect of the SES to understand whet…
Aboriginal children’s health, playgroup participation and early learning outcomes in two remote Northern Territory communities
Objectives: This study aimed to explore the impact of early health risks on young Aboriginal children’s attendance in playgroups and their early learning outcomes. Design: The study used a cross-sectional design to identify associations between children’s early health characteristics, their attendance at a Families as First Teachers (FaFT) playgroup and their early learning outcomes. Setting: A total of 128 Aboriginal children from two remote Nor…
The role of the Home Literacy Environment for children's linguistic and socioemotional competencies development in the early years
Both linguistic and socioemotional competencies develop in early childhood in the context of children's learning environments at home and during interactions with their parents. To support linguistic competencies, the Home Literacy Environment (HLE) and shared reading routines play a crucial role. In turn, research also indicates associations between the HLE and children's socioemotional development. Based on a sample of N = 132 children with an …
Young Minority Home‐Language Students’ Biased Reading Self‐Concept and Its Consequences for Reading Development
Young students who speak a different language at home than that spoken in school (i.e., a minority home‐language) appear to exhibit a biased reading self‐concept. Importantly, this biased reading self‐concept may correspond with altered causal pathways between reading self‐concept and achievement in minority home‐language students. To test this idea, the authors examined cross‐lagged links between reading self‐concept and reading achievement in a…
Bilingual children’s language learning in Australian early childhood education and care settings
Early language ability is a strong predictor of later language and reading outcomes. Whilst young children with home languages that differ from the dominant language spoken in their country of residence may lag behind their peers in literacy and academic achievement, effective supports for young dual-language users may be overlooked in mainstream learning contexts. We used data from the Australian E4Kids longitudinal study to test how N = 343 bil…
Home learning environment and development of child competencies from kindergarten until the end of elementary school
Intervention in the home literacy environment and kindergarten children’s vocabulary and phonological awareness
Children develop linguistic competencies during interactions with more knowledgeable others. Consequently, one way to support this development is by enhancing the home literacy environment (HLE) in which children live. In this study a non-intensive intervention procedure was developed to improve HLE and linguistic competencies of 125 German children (mean age at time 1 [t1; beginning of the study]: 5;5 years) in their last year of kindergarten. P…
The Sooner, the Better
As reading to children plays an important role in language development, primary caregivers are often encouraged to read to their children from a very young age. However, little is known about the age at which such reading should start. The linguistic skills of 104 children were assessed shortly before school entry. Their parents were asked how old their children were when they first read to them and how often they had read to their children. Almo…
Children’s mathematical and verbal competence in different early education and care programmes in Australia
This study investigated the relationship between children’s attendance at different types of early childhood education and care programmes and their mathematical and verbal skills. Analyses of data from 1314 children participating in an Australian longitudinal study, the E4Kids project, revealed no relationship between children’s verbal ability and the early childhood education and care programme attended, but mathematics results tell a different…
Casting the die before the die is cast
Home Literacy Environment and the beginning of reading and spelling
The Sooner, the Better
As reading to children plays an important role in language development, primary caregivers are often encouraged to read to their children from a very young age. However, little is known about the age at which such reading should start. The linguistic skills of 104 children were assessed shortly before school entry. Their parents were asked how old their children were when they first read to them and how often they had read to their children. Almo…
Bilingual children’s language learning in Australian early childhood education and care settings
Early language ability is a strong predictor of later language and reading outcomes. Whilst young children with home languages that differ from the dominant language spoken in their country of residence may lag behind their peers in literacy and academic achievement, effective supports for young dual-language users may be overlooked in mainstream learning contexts. We used data from the Australian E4Kids longitudinal study to test how N = 343 bil…
Learning apps at home prepare children for school
The usage of high-quality learning applications (apps) at home may increase children's mathematical and literacy competencies. This approach was tested in a family intervention study. Intervention families (n = 302) in two German cohorts (N = 500; M (SD)age = 61.0 (4.6) months; n ♀ = 302) received tablets with newly developed learning apps focusing either on mathematical or literacy learning for every-day usage at home across half a kindergarten …
Children’s mathematical and verbal competence in different early education and care programmes in Australia
This study investigated the relationship between children’s attendance at different types of early childhood education and care programmes and their mathematical and verbal skills. Analyses of data from 1314 children participating in an Australian longitudinal study, the E4Kids project, revealed no relationship between children’s verbal ability and the early childhood education and care programme attended, but mathematics results tell a different…
In the Shadow of the Reich
In the Shadow of the Reich
Home Literacy Environment and the beginning of reading and spelling
Casting the die before the die is cast
Children’s mathematical and verbal competence in different early education and care programmes in Australia
This study investigated the relationship between children’s attendance at different types of early childhood education and care programmes and their mathematical and verbal skills. Analyses of data from 1314 children participating in an Australian longitudinal study, the E4Kids project, revealed no relationship between children’s verbal ability and the early childhood education and care programme attended, but mathematics results tell a different…
The Sooner, the Better
As reading to children plays an important role in language development, primary caregivers are often encouraged to read to their children from a very young age. However, little is known about the age at which such reading should start. The linguistic skills of 104 children were assessed shortly before school entry. Their parents were asked how old their children were when they first read to them and how often they had read to their children. Almo…
Home learning environment and development of child competencies from kindergarten until the end of elementary school
Intervention in the home literacy environment and kindergarten children’s vocabulary and phonological awareness
Children develop linguistic competencies during interactions with more knowledgeable others. Consequently, one way to support this development is by enhancing the home literacy environment (HLE) in which children live. In this study a non-intensive intervention procedure was developed to improve HLE and linguistic competencies of 125 German children (mean age at time 1 [t1; beginning of the study]: 5;5 years) in their last year of kindergarten. P…
Bilingual children’s language learning in Australian early childhood education and care settings
Early language ability is a strong predictor of later language and reading outcomes. Whilst young children with home languages that differ from the dominant language spoken in their country of residence may lag behind their peers in literacy and academic achievement, effective supports for young dual-language users may be overlooked in mainstream learning contexts. We used data from the Australian E4Kids longitudinal study to test how N = 343 bil…
Parental (STEM) Occupations, the Home Numeracy Environment, and Kindergarten Children’s Numerical Competencies
Children’s early numerical competencies are of great importance for later academic achievement. Young children gain these competencies in the context of the home numeracy environment (HNE). Additionally, child characteristics and families’ socioeconomic status (SES) are associated with children’s competencies. In this study, we investigated parents’ occupations (i.e., STEM or non-STEM occupation) as a specific aspect of the SES to understand whet…
Aboriginal children’s health, playgroup participation and early learning outcomes in two remote Northern Territory communities
Objectives: This study aimed to explore the impact of early health risks on young Aboriginal children’s attendance in playgroups and their early learning outcomes. Design: The study used a cross-sectional design to identify associations between children’s early health characteristics, their attendance at a Families as First Teachers (FaFT) playgroup and their early learning outcomes. Setting: A total of 128 Aboriginal children from two remote Nor…
The role of the Home Literacy Environment for children's linguistic and socioemotional competencies development in the early years
Both linguistic and socioemotional competencies develop in early childhood in the context of children's learning environments at home and during interactions with their parents. To support linguistic competencies, the Home Literacy Environment (HLE) and shared reading routines play a crucial role. In turn, research also indicates associations between the HLE and children's socioemotional development. Based on a sample of N = 132 children with an …
Young Minority Home‐Language Students’ Biased Reading Self‐Concept and Its Consequences for Reading Development
Young students who speak a different language at home than that spoken in school (i.e., a minority home‐language) appear to exhibit a biased reading self‐concept. Importantly, this biased reading self‐concept may correspond with altered causal pathways between reading self‐concept and achievement in minority home‐language students. To test this idea, the authors examined cross‐lagged links between reading self‐concept and reading achievement in a…
New directions in the conceptualization and operationalization of the home learning environment
In the present study, we analyze the associations between theoretical dimensions of the HLE, their different methods of operationalization, and children’s numeracy and literacy competencies assessed with a wide range of standardized tests
Exploring Environmental Factors Associated with Child Wellbeing during Covid-19 in Australia and Germany
The COVID-19 pandemic has had a significant impact on the wellbeing of children and families globally. With extended lockdown periods, early childhood education and school closures, and remote learning, families experienced increased stress and anxiety, financial hardship, and disrupted routines. This paper aims to explore associations between children’s social-emotional wellbeing and environmental factors (including the burden of COVID-19 on the…
I have three more than you, you have three less than me? Levels of flexibility in dealing with additive situations
Assessment and intervention in the early years should ideally be based on evidence-based models describing the structure and development of students’ skills. Mathematical word problems have been identified as a challenge for mathematics learners for a long time and in many countries. We investigate flexibility in dealing with additive situations as a construct that develops during grades 1 through 3 and contributes to the development of students’…
Evaluating educational apps for preschoolers
Educational apps offer a wide range of opportunities to foster children's early competency development during preschool age. However, due to inconsistent evaluation criteria, comparing the educational value of different apps is challenging, and conclusive data on children's and parent's preferences in choosing educational apps for preschoolers is lacking. In the present study, we analyse differences and agreements between the assessments of educa…
Differential contributions of approximate number system, number line estimation, and working memory to mathematical skills in preschool and primary school
Early mathematical skills predict later mathematical skills and general school achievement. The approximate number system (ANS), number line estimation, and working memory (WM) were found to be important predictors of the development of mathematical skills. However, studies specifying contributions of ANS, number line estimation, and WM at developmental levels are scarce. Therefore, the current study aimed to evaluate differential contributions o…
AI ‐Based Adaptive Feedback in Simulations for Teacher Education
Supporting children’s numeracy competencies and families’ HNE
Early numeracy competencies are of great importance for children’s competency development. Here, early digital intervention approaches offer the potential to support all children and their families. We investigated whether the provision of specific numeracy learning apps and parent information about children’s numeracy development improves both, children’s numeracy competencies and the quality of families’ home numeracy environment (HNE) while co…
Training of Executive Functions in Children
We investigated the effect of cognitive training of executive functions on children’s cognitive outcomes. To address this issue, a systematic meta-analysis of published research articles on cognitive training interventions was performed considering children’s age, training duration, -procedure, and -technology in moderator analyses. The results ( N = 57) of a random-effects-model showed that cognitive training was effective with a total effect si…
The role of parental attitudes, home literacy environment, and migration background in preschool children's emergent literacy skills
Developing proficient literacy skills is important for school success. This study examined the link between parental attitudes towards reading and preschool children's emergent literacy skills in German, focusing on children with and without migration background. It explored whether the Home Literacy Environment (HLE) mediated this relation while controlling for child age, sex, cognitive skills, and family socioeconomic status. The study involved…
Learning apps at home prepare children for school
The usage of high-quality learning applications (apps) at home may increase children's mathematical and literacy competencies. This approach was tested in a family intervention study. Intervention families (n = 302) in two German cohorts (N = 500; M (SD)age = 61.0 (4.6) months; n ♀ = 302) received tablets with newly developed learning apps focusing either on mathematical or literacy learning for every-day usage at home across half a kindergarten …
Specific Contributions of Basic Numerical Skills and Working Memory to Mathematics Skills in Primary School
The development of mathematics skills is driven by domain-specific and domain-general cognitive predictors, like non-symbolic and symbolic numerical skills and working memory (WM), respectively. However, differential and potentially changing contributions of these predictors across primary school years have hardly been investigated jointly. Therefore, we assessed 486 German primary school children from first to fourth grade (i.e., 6 to 11 years o…
The Role of Home and Child Characteristics in Children’s School Readiness
The start of formal schooling occurs at a time in life when young children are undergoing rapid developmental changes, and the environments in which they grow, particularly the family, can have a lasting impact on their competence and learning outcomes. The current study examined variations in school readiness among preschool children and how these are associated with home and child characteristics. Specifically, this cross-sectional study consid…
The More, the Better? Quantitative and Qualitative Aspects of the Home Literacy Environment and Their Impact on Children’s Literacy Development
The Home Literacy Environment (HLE) plays a key role in children’s literacy development. While previous research has mainly focused on the quantity of literacy activities, the role of the quality of parent–child interactions within the HLE in children’s literacy development has been relatively understudied. Using a sample of N = 500 preschoolers (Mage = 60.97; SDage = 4.61; 51% girls; 38% migration background) in Germany, this study examines the …
Psychology (21 obras) · Developmental psychology (18 obras) · Literacy (12 obras) · Child Development and Digital Technology (11 obras) · Pedagogy (11 obras) · Early Childhood Education and Development (9 obras) · German (9 obras) · Reading and Literacy Development (9 obras) · Cognitive and developmental aspects of mathematical skills (7 obras) · Parental Involvement in Education (7 obras)