Daniel Schmerse
Biographic Data
| ID | 5762913 |
|---|---|
| NAME | Daniel Schmerse |
| GIVEN NAMES | Daniel |
| FAMILY NAME | Schmerse |
| SIGNATURE | SCHMERSE D |
| AFFILIATIONS | Leibniz Institute for Science and Mathematics Education |
| ORCID | 0000-0001-5799-6724 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Language in good company: Unraveling peer effects on language development in early education using integrative data analysis of six German studies
Predictors Of Friendship Stability In School-Age Students And The Role Of Classroom Composition Change
Friendship can buffer the negative effects of peer rejection, but most friendships are not stable throughout an entire school year. The goal of this study was to examine the effects of grade, years in school, gender, same-gender friendships, peer rejection, and previous friendship instability on friendship stability across one school year. The moderating effect of classroom composition change was also examined. Data were collected from students i…
Societal language and social skills in preschool dual language learners
Children’s understanding of scientific inquiry: The role of instructional support and comparison making
Peer Effects on Early Language Development in Dual Language Learners
This study investigated the vocabulary development of children (N = 547) from linguistically and socioeconomically diverse classrooms in Germany from age 3 in preschool to age 7 in Grade 1. The results showed that for dual language learners (DLLs, n = 107) growth rates in their German majority language skills varied over classrooms. Compared to monolingual children, DLLs improved faster in classrooms with higher peer-level skills in the majority …
How the home learning environment contributes to children's early science knowledge—Associations with parental characteristics and science-related activities
Parents play a pivotal role in introducing their children to science, but little is known about the nature of an early science-related home learning environment. This study examines different aspects of the home learning environment and their associations with children's science knowledge. Mediation analyses of a sample of 257 five-year-old preschool children and their parents show that (1) parental engagement in science-related learning activiti…
Preschool Quality Effects on Learning Behavior and Later Achievement in Germany: Moderation by Socioeconomic Status
This study investigates whether children’s preschool experiences are associated with later achievement via enhanced learning behaviors using data from a German longitudinal study following children (N = 554) from age 3 in preschool to age 8 in second grade. There were two main findings. First, results suggest that more positive learning behaviors at school entry mediate effects of teacher–child interactions in preschool on second-grade achievemen…
How socialization goals and peer social climate predict young children's concern for others: Evidence for a development shift between 2 and 4 years of age
Children's concern for others is shaped through socialization, but current theories make different predictions as to how and when in development this socializing occurs. Here we found that mothers' prosocial socialization goals (SGs) predicted concern for others in 2‐year‐old ( n = 804) and 4‐year‐old ( n = 714) children. In contrast, preschool teachers' SGs predicted concern for others only for 4‐year‐old children. In addition, a positive social…
Differential effects of home and preschool learning environments on early language development
The present study is based on longitudinal data from a German early childhood education and care ( ECEC ) governmental initiative assessing children's grammatical and vocabulary development between 2;6 and 4;0 years ( N = 1,331), quality of the home learning environment and quality of the preschool setting. Results showed that the quality of the home learning environment predicted development in grammatical skills, but not in receptive vocabulary…
Young children use shared experience to interpret definite reference
We investigated whether children at the ages of two and three years understand that a speaker's use of the definite article specifies a referent that is in common ground between speaker and listener. An experimenter and a child engaged in joint actions in which the experimenter chose one of three similar objects of the same category to perform an action. In subsequent interactions children were asked to get ‘the X’ or ‘a X’. When children were in…
Discourse Particles and Belief Reasoning: The Case of German doch
Discourse particles typically express the attitudes of interlocutors with respect to the propositional content of an utterance – for example, marking whether or not a speaker believes the content of the proposition that she uttered. In German, the particle doch – which has no direct English translation – is commonly used to correct a belief that is thought to be common ground among those present. We asked whether German adults and 5-year-olds are…
Young children create partner-specific referential pacts with peers
In 2 studies, we investigated how peers establish a referential pact to call something, for example, a cushion versus a pillow (both equally felicitous). In Study 1, pairs of 4- and 6-year-old German-speaking peers established a referential pact for an artifact, for example, a woman's shoe, in a referential communication task. Six-year-olds, but not 4-year-olds, continued to use these same expressions with the same partner (even when they were ov…
Error patterns in young German children's wh -questions
In this article we report two studies: a detailed longitudinal analysis of errors in wh -questions from six German-learning children (age 2 ; 0–3 ; 0) and an analysis of the prosodic characteristics of wh -questions in German child-directed speech. The results of the first study demonstrate that German-learning children frequently omit the initial wh -word. A lexical analysis of wh -less questions revealed that children are more likely to omit th…
How the home learning environment contributes to children's early science knowledge—Associations with parental characteristics and science-related activities
Parents play a pivotal role in introducing their children to science, but little is known about the nature of an early science-related home learning environment. This study examines different aspects of the home learning environment and their associations with children's science knowledge. Mediation analyses of a sample of 257 five-year-old preschool children and their parents show that (1) parental engagement in science-related learning activiti…
Differential effects of home and preschool learning environments on early language development
The present study is based on longitudinal data from a German early childhood education and care ( ECEC ) governmental initiative assessing children's grammatical and vocabulary development between 2;6 and 4;0 years ( N = 1,331), quality of the home learning environment and quality of the preschool setting. Results showed that the quality of the home learning environment predicted development in grammatical skills, but not in receptive vocabulary…
Young children create partner-specific referential pacts with peers
In 2 studies, we investigated how peers establish a referential pact to call something, for example, a cushion versus a pillow (both equally felicitous). In Study 1, pairs of 4- and 6-year-old German-speaking peers established a referential pact for an artifact, for example, a woman's shoe, in a referential communication task. Six-year-olds, but not 4-year-olds, continued to use these same expressions with the same partner (even when they were ov…
How socialization goals and peer social climate predict young children's concern for others: Evidence for a development shift between 2 and 4 years of age
Children's concern for others is shaped through socialization, but current theories make different predictions as to how and when in development this socializing occurs. Here we found that mothers' prosocial socialization goals (SGs) predicted concern for others in 2‐year‐old ( n = 804) and 4‐year‐old ( n = 714) children. In contrast, preschool teachers' SGs predicted concern for others only for 4‐year‐old children. In addition, a positive social…
Error patterns in young German children's wh -questions
In this article we report two studies: a detailed longitudinal analysis of errors in wh -questions from six German-learning children (age 2 ; 0–3 ; 0) and an analysis of the prosodic characteristics of wh -questions in German child-directed speech. The results of the first study demonstrate that German-learning children frequently omit the initial wh -word. A lexical analysis of wh -less questions revealed that children are more likely to omit th…
Discourse Particles and Belief Reasoning: The Case of German doch
Discourse particles typically express the attitudes of interlocutors with respect to the propositional content of an utterance – for example, marking whether or not a speaker believes the content of the proposition that she uttered. In German, the particle doch – which has no direct English translation – is commonly used to correct a belief that is thought to be common ground among those present. We asked whether German adults and 5-year-olds are…
Young children create partner-specific referential pacts with peers
In 2 studies, we investigated how peers establish a referential pact to call something, for example, a cushion versus a pillow (both equally felicitous). In Study 1, pairs of 4- and 6-year-old German-speaking peers established a referential pact for an artifact, for example, a woman's shoe, in a referential communication task. Six-year-olds, but not 4-year-olds, continued to use these same expressions with the same partner (even when they were ov…
Young children use shared experience to interpret definite reference
We investigated whether children at the ages of two and three years understand that a speaker's use of the definite article specifies a referent that is in common ground between speaker and listener. An experimenter and a child engaged in joint actions in which the experimenter chose one of three similar objects of the same category to perform an action. In subsequent interactions children were asked to get ‘the X’ or ‘a X’. When children were in…
Differential effects of home and preschool learning environments on early language development
The present study is based on longitudinal data from a German early childhood education and care ( ECEC ) governmental initiative assessing children's grammatical and vocabulary development between 2;6 and 4;0 years ( N = 1,331), quality of the home learning environment and quality of the preschool setting. Results showed that the quality of the home learning environment predicted development in grammatical skills, but not in receptive vocabulary…
Preschool Quality Effects on Learning Behavior and Later Achievement in Germany: Moderation by Socioeconomic Status
This study investigates whether children’s preschool experiences are associated with later achievement via enhanced learning behaviors using data from a German longitudinal study following children (N = 554) from age 3 in preschool to age 8 in second grade. There were two main findings. First, results suggest that more positive learning behaviors at school entry mediate effects of teacher–child interactions in preschool on second-grade achievemen…
How socialization goals and peer social climate predict young children's concern for others: Evidence for a development shift between 2 and 4 years of age
Children's concern for others is shaped through socialization, but current theories make different predictions as to how and when in development this socializing occurs. Here we found that mothers' prosocial socialization goals (SGs) predicted concern for others in 2‐year‐old ( n = 804) and 4‐year‐old ( n = 714) children. In contrast, preschool teachers' SGs predicted concern for others only for 4‐year‐old children. In addition, a positive social…
Peer Effects on Early Language Development in Dual Language Learners
This study investigated the vocabulary development of children (N = 547) from linguistically and socioeconomically diverse classrooms in Germany from age 3 in preschool to age 7 in Grade 1. The results showed that for dual language learners (DLLs, n = 107) growth rates in their German majority language skills varied over classrooms. Compared to monolingual children, DLLs improved faster in classrooms with higher peer-level skills in the majority …
How the home learning environment contributes to children's early science knowledge—Associations with parental characteristics and science-related activities
Parents play a pivotal role in introducing their children to science, but little is known about the nature of an early science-related home learning environment. This study examines different aspects of the home learning environment and their associations with children's science knowledge. Mediation analyses of a sample of 257 five-year-old preschool children and their parents show that (1) parental engagement in science-related learning activiti…
Children’s understanding of scientific inquiry: The role of instructional support and comparison making
Societal language and social skills in preschool dual language learners
Language in good company: Unraveling peer effects on language development in early education using integrative data analysis of six German studies
Predictors Of Friendship Stability In School-Age Students And The Role Of Classroom Composition Change
Friendship can buffer the negative effects of peer rejection, but most friendships are not stable throughout an entire school year. The goal of this study was to examine the effects of grade, years in school, gender, same-gender friendships, peer rejection, and previous friendship instability on friendship stability across one school year. The moderating effect of classroom composition change was also examined. Data were collected from students i…
Psychology (11 works) · Developmental psychology (9 works) · German (7 works) · Linguistics (6 works) · Mathematics education (5 works) · Child and Animal Learning Development (4 works) · Early Childhood Education and Development (4 works) · Language acquisition (3 works) · Language development (3 works) · Language Development and Disorders (3 works)