GESIS - DBK - ZA5854

ZA5854: NUBBEK - National Survey on Education, Care, and Development in Early Childhood

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  • ZA5854_Gruppensetting_v3-0-0.dta (Dataset Stata) 3 MBytes
  • ZA5854_Gruppensetting_v3-0-0.sav (Dataset SPSS) 2 MBytes
  • ZA5854_Kinder_v3-0-0.dta (Dataset Stata) 48 MBytes
  • ZA5854_Kinder_v3-0-0.sav (Dataset SPSS) 49 MBytes


  • ZA5854_cod_Gruppensetting.pdf (Codebook) 365 KBytes
  • ZA5854_cod_Kinder.pdf (Codebook) 927 KBytes
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Bibliographic Citation

Citation Citation Tietze, Wolfgang; Becker-Stoll, Fabienne; Bensel, Joachim; Haug-Schnabel, Gabriele; Kalicki, Bernhard; Keller, Heidi; Leyendecker, Birgit (2015): NUBBEK - National Survey on Education, Care, and Development in Early Childhood. GESIS Data Archive, Cologne. ZA5854 Data file Version 3.0.0,
Study No.ZA5854
TitleNUBBEK - National Survey on Education, Care, and Development in Early Childhood
Current Version3.0.0, 2015-7-20,
Date of Collection03.2010 - 01.2011
Principal Investigator/ Authoring Entity, Institution
  • Tietze, Wolfgang - PädQUIS gGmbH, Berlin
  • Becker-Stoll, Fabienne - Staatsinstitut für Frühpädagogik, München
  • Bensel, Joachim - Forschungsgruppe Verhaltensbiologie, Kandern
  • Haug-Schnabel, Gabriele - Forschungsgruppe Verhaltensbiologie, Kandern
  • Kalicki, Bernhard - Deutsches Jugendinstitut, München
  • Keller, Heidi - Psychologisches Institut, Universität Osnabrück
  • Leyendecker, Birgit - Arbeitseinheit Entwicklungspsychologie, Ruhr-Universität Bochum
Contributor, Institution, Role
  • GESIS - Distributor
  • GESIS - HostingInstitution


AbstractPedagogical Quality in the German early education system (familial and non-familial) NUBBEK offers an empirical basis to study the care and education within and outside of the family for two- (n = 1242) and four-year old children (n = 714). 27 Percent of all sampled children grew up in either Turkish or Russian immigrant families. NUBBEK adopted a socio-ecological perspective on education and care: Data on orientation, structure, and processes were gathered within the home environment as well as in 567 external child care settings. The characteristics to identify the quality of the structure and the orientation is surveyed via questionnaires and interviews with day care workers and managers as well as other child care workers. Field observation has been applied too. Further sources of information were the (written) pedagogical concepts as well as the educator’s personal characteristics and educational aims. The pedagogical process quality was measured with the integrated quality scale (IQS). Different subscales have been used for the groups of four year old children, groups of two year old children, mixed groups and groups within private day care centers. In addition to that, the Caregiver Interaction Scale (CIS) to measure the Interaction between the child and its caregiver, and a questionnaire on the activities performed with each child have been applied for all day care settings. The quality rating of the different settings has been specified after hours of observation by trained observers. The quality of the care and education within the family has been measured via information from the interviews, such as the education of the mother, the socio economic status and the family structure and items from the questionnaire, such as educational goals and the mental stability of the mothers. The mother-child interaction was measured by observation. The activities performed together and the mother-child relationship were measured vie items of the questionnaire. I. Children data set 1. Measurement of the adaptive behavior (Vineland adaptive behavior scales II) in the dimensions communication, skills of daily living and motor skills. 2. Measurement of the child’s social-emotional development; Child Behaviour Checklist (CBCL), frequency of child’s age specific motoric and cognitive activities within the family (AKFRA); child’s health status: birth weight and birth length, estimated weight and length at the time of data collection; week of pregnancy at birth, child is or was suckled; month until the child was suckled; difficulties within the first month after childbirth; willingness to vaccinate the child if day care demands so; sleeping difficulties; satisfying sleeping habits; childhood diseases; illnesses within the last 12 months; impairment to physiological health or psychological or social child development; information on accidents with subsequent hospitalization; relationship and bonding: child-parent relationship scale (according to Pianta); parenting behaviour (harshness, punishment, child centered communication, emotional affection, authoritarian behaviour); Alabama Parenting Questionnaire (APQ); educational goals and expectations: child’s educational aspiration (ideal aim and realistic expectation); responsibility for education and parenting; gender role orientation: attitudes towards women’s participation on the labour market (scale); parenting conflicts (scale); quality of partnership; life satisfaction: scale of satisfaction for selected areas of life; general scale of depression (ADS); self characterization (Big Five: extraversion, compatibility, diligence, emotional stability, openness for new experiences). Demography: sex and age (in months) of the child; age group; kind of day care; kind of group within day care; migration background. Additionally coded was: child id; day care id and group id (for within the family child care: family id; respondent id; date of respondence (day and month). 3. Interview educator: Main educator since (month and year); language training program: anticipation of program, duration of anticipation and kind of program; child’s behaviour and skills: adaptive behaviour (Vineland adaptive behavior scales II); social competence: motivation for achievement, obedience, assertiveness, cooperation, empathy, prosocial peer relations, child behaviour checklist (CBCL); child’s activities (AKFRA); estimated status of child’s health, physical and mental well-being; estimated well-being within the group with other children and with the other educators; relationship with the child, closeness and conflicts: relationship (Child Behaviour Checklist CBCL); connection with the child’s family: parent-teacher relationship (scale); educational goals; general scale of depression (ADS); self characterization (Big Five: extraversion, compatibility, diligence, emotional stability, openness for new experiences). Additionally coded was: date of response EPAPI. 4. Interview mother: care taking time: kinds child care used so far; location of facility; kind and history of child care by age group; current child care: kind of child care used at each day of a usual week; questions for the mother and her partner: occupation; working hours and time of daily journey; rotating shift work and working hours at weekends; child’s vaccination(s) and check-ups; child’s height and weight at the time of the last check-up. 5. Demography: evaluation of personal life time spent on selected parts of life (occupation/education, domestic work, leisure, partnership, children, friends); marital status; marital status since (month and year); members of the household; father living in the same household; household size; number and age of household members younger than 18 years; relationship of those members with respondent; sex and age of children living in the household (biological and non-biological children); living space of the housing; number of children’s rooms; owner or (sub)tenant; questions for the mother and her partner: highest level of education (ISCED-97), highest educational degree, years of education, education abroad, years of education abroad, country received educational degree in, occupational status, current or recent occupation, working days per week and hours per day; last month’s income; transfer money, alimony payments or other subsistence payments and their amount; poor-rich classification of household and neighbourhood; preferred working hours per week; father took parental leave; time of parental leave taken; occupational status before childbirth (full- or part-time); occupational break and it’s duration after childbirth, aimed occupation and time of resumption; wish for part- or full-time occupation and working hours; number of years of parent’s education (Erikson, Goldthorpe & Portocarero Classification (EGP)); age of child’s mother. Migration: German citizenship, other citizenship, partner’s country of birth; parent’s country of birth; Turkish father or mother; partner’s parents country of birth; Russian or Turkish migration background of the child; age of respondent and partner at the time of immigration, reason for migration to Germany; duration of stay in county of birth during the last two years; language spoken with child and partner in Germany; language spoken between partner and child; self-assessment of Turkish, Russian and German skills; enjoying the Turkish or Russian language; feeling comfortable speaking Russian or Turkish with friends and at home; importance of speaking Russian or Turkish with child; feeling comfortable in a group of people who do not speak Russian or Turkish; enjoying the German language; feeling comfortable speaking German with friends and at home; importance of speaking German with child; feeling comfortable in a group of Turks or Russians who do not speak German; denomination; frequency of going to church; generational migration status of respondent’s mother and partner. Day care: child’s age at the beginning of non-familial child care; detailed information on the day care (caregiver, weekly amount of care); custody regulations (weakly or rarer appointments); hours per month of caregiving by the biological father; possible child care options; reason for familial child care; willingness to use day care facilities under specific circumstances; time of first non-familial child care usage; reason for that child care; time for occupation, training or education before or after the child care; extension or reduction of caregiving personally, by the partner, the nanny, grandparents, other relatives, neighbours, friends, other parents; change within the relationship with other family members; difficulties of being accepted for a day care facility; waiting time; possibility to choose between several facilities; important criteria for the choice made; satisfied with chosen facility; changes of facilities (number, time and reason); costs for caregiving; additional or included costs for food; child care for other children of the respondent; total costs for caregiving and meals at the facilities; changes in the available net income due to child care; time needed for specific daily routines, the way to and from the child care facility and the way to and from the place of work for respondent and partner; no out of family caregiving within the past 12 month due to child’s condition; care giver at that time; no active occupation during that time. Health status of the mother: personal satisfaction on physical and mental health (scale); frequency of stress and time pressure; mother’s and partner’s smoking habit; number of sick days of mother and partner in 2009; documents on the child’s medical examination and vaccination were provided; life satisfaction. Additionally coded was: completed questionnaire on her own, with the partner or with an employee of NUBBEK; date of response (day and month); household income equivalence (OECD scale); SES index (MIMIC model); beginning and change of interview; date of interview, time and date at completed interview; breaks, difficulties of understanding or disruptions during the interview. Observation of educational resources (e.g. child and age adequate toys, books, safe living environment, shared meals), the interactions between the mother and the child (e.g. positive emotional reactions, praise, punishment) and cognitive stimuli (Home Observation for Measurement of the Environment (HOME)). Additionally coded was: HOME complete, HOME comments by interviewer. Interviewer’s assessment of mother child interactions: sensitivity, involvement, acceptance according to the Caregiver Interaction Scale (CIS). 6. Child’s test (behaviour and skills): language skills: passive vocabulary (German, Russian, Turkish) – measured with the Peabody Picture Vocabulary Test (PPVT); cognitive testing: visual thinking, psycho-motoric coordination, combination skills, flexible thinking, problem solving competence especially in regard to serial and chronological ordered stimuli – measured with the Hannover-Wechsler-Intelligence test – experiment (HAWIVA) and Kaufman Assessment Battery for Children (ABC, German version). Additionally coded was: evaluation version PPVT and completeness of each version; comments; time differences; beginning and end (hours and minutes) of the test (HAWIVA); number and time of experiments and scores; time difference in minutes HAWIVA; process and accomplishment of the test (HAWIVA); comments; start and end of K-ABC; motoric completed; comments; time difference; completed K-ABC; order of measurement instruments. Report on child testing: child’s motivation; following interviewer’s instructions; salient behaviour; comments on behaviour; attempts to stop a test, terminations (PPTV) because of overall attentional or linguistic problems; comments on other reasons for termination; disruptions; comments on other disruptions; presence of the mother or other persons during testing; comments on other persons’ presence; influence on the child by present persons; comments on influence; instructions made in German, Turkish or Russian; estimation of validity directly after the test or later on; date of estimation; reasons for estimated validity of test results and used test instruments; date of testing for each instrument. Additionally coded was: date and duration (hours and minutes) of data collection for the first and second date. 7. Interview interviewer: start and end of job (month and year); position at NUBBEK (interviewer in families, interviewer/observer in facilities or both); number of family interviews; number of child care interviews; experiences as interviewer/observer; experiences in data collection with children, adults or institutions; interviewing only for NUBBEK; motivation for the job and fulfillment of expectations; evaluation of interviews; appreciation of interviews with a specific group of respondents; evaluation of preparations; evaluation of the willingness to participate regarding different amounts of payment as an incentive; evaluation of increasing the willingness to participate with higher amounts of money. Interviewer’s demography: educational degree; occupational status; occupation; subjects of study; marital status; country of birth; mother tongue German; interviewer is able to conduct interview in Germen, English, Turkish, Russian; other language skills; sex; age (year of birth); willingness for further jobs at NUBBEK. II. Group setting 1. Child care facility questionnaire: personnel and special resources : the total pedagogical staff; weekly working hours; extend of professional trainings within the last 12 month, personal’s qualification, pedagogical specialized team and their weekly working hours; number and seize of offices, staffrooms, common rooms, multifunctional spaces; number of restrooms; seize of the outdoor area and usage (e.g. solid ground to drive on, sands, i.a.). 2. Group questionnaire: age of the youngest and oldest child in the group (months); opening hours of the group work, midday break; group composition: age and sex of all children, family language Germen or other, low German skills, participation at language programs, handicaps, detailed gathering of the usual times of attendance, number and seize of the group’s common room(s); space at another level; pedagogical use of the hallway and coatroom and their seize; weekly use of indoor facilities that do not belong to the target facility. 3. Questionnaire for child mining facilities: characteristics of childminder: for up to nine minded children it is surveyed: sex, low German skills, family language, handicap, year of beginning of caretaking, kind of placement, detailed caregiving times, age of own children and kind of child care used for them, number of minded children in 2006, 2007, 2008 and until September of 2009; location of child mining facility; number and seize of common rooms and other rooms; used outdoor area; walking distance (in minutes) to the next playground; caregiving alone; further people involved; number of all ever minded children so far; reason for end of caregiving; shortest and longest period of caregiving to the one child; pedagogical training; interested in pedagogical training; occupation before caregiving: home keeper; pedagogical occupation or self employment; highest educational degree; reason to end previous occupation; participation at a professional training for childminders; reason to start working in child care; special pre working preparations; time (month and year) and duration (in hours) of professional trainings; difficulties with participation at professional trainings; written concept; characterization of childminding with some statements (e.g. time pressure, no real home time, financial problems, health issues); job satisfaction; satisfaction scale (e.g. occupational and social security, financial situation, responsibilities as a childminder, working hours, amount of extra hours, offers for professional trainings, equipment for child mining, scope for (re)arrange working environment i.a.). Childminder’s demography: age; marital status; housing situation; partner’s attitude towards occupation; monthly net income of the household; size of housing; household characteristics. 4. Questionnaire on health and hygiene at the child care institution: hygiene: child care offers for diseased children; available descriptions/information of child diseases symptoms, symptoms of abuse and how to manage child diseases and smaller injuries; last acknowledgement of hygiene standards at a team meeting; good and visible position of emergency contact list; vaccination compulsory for acceptance of a child; written information on every child about vaccinations and health related information as for example allergies; rooms for children that feel uncomfortable; additional personnel support for sick children. 5. Measurements of the process quality in the kindergartens with KES-R, KES-E and KES-Z (scales) of seven different areas: space and equipment, care and foster, linguistic and cognitive stimuli, activities, interactions, structure of the pedagogical work, parents and caregiver; further areas were measured with the KRIPS-R scale; for the child mining part the TAS scale was used to measure objective quality criterions. 6. Interview with the head of each facility to measure the structural conditions of the facility as well as personal characteristics of the manager: detailed questions on funding of the facility, opening hours and scope of overall child care offers, number of groups and children per group, management and substitution, additional staff, vocational and professional trainings, professional experience, concept of the facility. 7. Interview with the caregiver to measure the structural conditions of the facility as well as personal characteristics of the caregiver: detailed questions about the pedagogical staff that works with the group, working hours, personal characteristics, professional experiences, professional experiences of the group managing caregiver, working hours set in contract, vocational and professional training for caregivers. 8. Questionnaire on the caregiver-child-ratio (number of present children and professional caregivers at three different points of time measured each morning, midday and afternoon according to the core hours of the group. 9. Interviewer’s/observer’s evaluation of the caregiver’s behaviour towards the children according to the CIS (Caregiver-Interaction Scale). Additionally coded was: facility id and group id (for familial care: family id; East Germany/ West Germany; time of data collection for the experimental testing.
Categories Categories
  • Group
  • Family
  • Education, School Systems
  • Occupation, Profession
Topics Topics
  • 3 Education
  • 13.7 Children
  • 1 Labour and employment
  • 13.3 Family life and marriage
  • 2.2 Migration


Geographic Coverage
  • Germany (DE)
UniverseTwo- and four-year old children, their parents and caregiver
Analysis Unit Analysis Unit
  • Individual
Sampling Procedure Sampling Procedure
  • Probability: Multistage
  • Mixed probability and non-probability
Probability Sample: Multistage Sample (Oversampling of children with a Turkish or a Russian migration background) Children that are only taken care of informally (at the age of two years) and children with a Turkish or a Russian migration background have been chosen randomly and non-randomly on the last sampling stage.
Mode of Collection Mode of Collection
  • Face-to-face interview: Computer-assisted (CAPI/CAMI)
  • Face-to-face interview: Paper-and-pencil (PAPI)
  • Measurements and tests
  • Non-participant field observation
Data collection within the family: - Face-to-face interview: CAPI (Computer Assisted Personal Interview) - Face-to-face interview: PAPI (Paper and Pencil Interview) - Measurements and tests - Non-participant field observation Data collection within the childcare setting: - Face-to-face interview: PAPI (Paper and Pencil Interview) - Non-participant field observation - Measurements and tests
Time Method Time Method
  • Cross-section
Kind of Data Kind of Data
  • Numeric
Data CollectorPrincipal Investigator TNS Infratest Munich, Germany
Date of Collection
  • 03.2010 - 01.2011

Errata & Versions

VersionDate, Name, DOI
3.0.0 (current version)2015-7-20 variablen deleted: iscedm, iscedv, schuljv, schuljm, egpm, egpv, hhinc_eq, hhinc_i, SES
2.0.02015-7-17 vague variables for groups (kgrart_l - kgrart27) deleted
1.0.02015-7-15 first archive edition
Errata in current version
Version changes

Further Remarks

NotesSurvey unit: preschool children###
Number of Units: 1956 (Kinder) 567 (Gruppensetting)
Number of Variables: 3328 (Kinder) 2055 (Gruppensetting)
Analysis System(s): SPSS, Stata


  • Tietze, Wolfgang (ed.): Nationale Untersuchung zur Bildung, Betreuung und Erziehung in der frühen Kindheit (NUBBEK). Weimar: Verl. das Netz, 2013.
  • Leyendecker, B.; Agache, A.; Madsen, S. (2014): Nationale Untersuchung zur Bildung, Betreuung und Erziehung in der frühen Kindheit (NUBBEK)–Design, Methodenüberblick, Datenzugang und das Potenzial zu Mehrebenenanalysen. Zeitschrift für Familienforschung-Journal of Family Research, 26(2), 244-258 Download hier
  • Mayer, D. & Beckh, K. (2012): NUBBEK – Nationale Untersuchung zur Bildung, Betreuung und Erziehung in der frühen Kindheit. Fragestellungen und erste Ergebnisse im Überblick. IFP-Infodienst, 17, 16-21.
Relevant full texts
from SSOAR (automatically assigned)


  • Studies on education of preschool-age children
    This group comprises of studies that analyse upbringing and education of preschool-age children, meaning children until the age of six years. The studies are aiming at the children themselves as well as the educational framework (institutions, kindergarten teachers, etc.).