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Short profile of the younger children

Photo: contrastwerkstatt / Fotolia

Since 2012, we examine a second group of children in primary schools in Potsdam and the surrounding areas. There are about 1600 children and their families participating in the PIER-Project. This way we can accompany these children from an early age on. 

We are pleased,

"that we could win so many children and their families to participate in the PIER-Project! We also thank the participating primary schools for their support!"

This is important, because the first school years are of particular importance for the further development of a child. In addition, we are able to explore the effects of risk and protective factors, which can be observed early in life. By comparing the two age groups of children and adolescents in the PIER-Project, we can also take a look at a very large age range and compare children and young people in different age groups together.

Interview with the younger children

In order to obtain the best information possible, without overwhelming the children, the examination consists of two parts taking place in two consecutive weeks. The children are examined individually for about 60 minutes each. The surveys are carried out in the schools during class time. As a thank you for participating in our study, the children receive a coupon and other small gifts at the end of the second meeting.

What and how do we investigate?

The examination follows a fixed structure including different methods for gathering information. Thus, we can represent a wide range of abilities and difficulties through various methods.

We roughly distinguish between:

We are pleased,

"that we could win so many children and their families to participate in the PIER-Project! We also thank the participating primary schools for their support!"

Questionnaires / interviews

Here the children answer questions about their feelings and opinions and their usual behaviors and interests.

Tests

Specific problems (e.g. reading, arithmetic, or concentration tasks) have to be solved in order to measure several skills and abilities.

Computer tasks

Here, the children work on short, child-friendly and playful processed tasks on a laptop. We measure skills such as attention and reaction speed.

 Why do we make audio and video recordings?
With the abundance of verbal and nonverbal information of children during the examination, it is impossible for us to monitor this detailed and accurately. To guarantee the high quality and objective and effective evaluation afterwards, selected parts of the interview are recorded. This, of course, happens only with the written consent of the parents.

Why do we make recordings of the heartbeat of your child?

During a short task for the perception of emotions and the body we measure the heartbeat of the child on its palms. This way we have the opportunity to investigate the reactions of the body and the context in which these reactions are related to the perception of the child. Just think of your own heartbeat when you are excited or pleased and how it affects you.