PINA’s focus lies on early childhood cognition, education and development as well as pedagogical interaction. You can find more on our current projects here.

Ongoing Research Project

EDIT - Entwicklung von dialogischer Interaktion und Teilhabe

Ein kooperatives Praxisforschungsprogramm von FH Potsdam und Universität Potsdam zur Qualitätsentwicklung in der Frühen Bildung.

Teilprojekt 1: Dialogische Partizipation unter Bedingungen von Heterogenität gestalten Im Teilprojekt 1 werden sprachliche Indikationen partizipativer Interaktionsformate insbesondere im Hinblick auf ihre Effekte für die Entwicklung von Kindern aus benachteiligten Familien oder mit nicht-deutschen F…

Ongoing Research Project

BiKA – Beteiligung im Kita-Alltag

BiKA is a joint research project of the University of Applied Sciences and of PädQUIS® research and development institute, affiliated institute of the ASH Berlin and cooperation institute of the University of Graz. The study was jointly developed and is conducted in shared responsibility. It is financed by the Federal Ministry for Family Affairs, Senior Citizens, Women and Youth.

In recent years, the number of kindergartens, especially nurseries taking care of children younger than three years, has expanded greatly in Germany and thus laid a good foundation for the compatibility of family and work for many parents. As a next step, the federal government and the federal…

Ongoing Research Project

Quality and Interaction in Everyday Pedagogy (EQUIP)

A cooperative practice research project of the University of Applied Sciences and the University of Potsdam on quality development in early education

The cooperative practice research programme EQUIP links training, research and practice development in early childhood education. EQUIP makes scientifically founded contributions in practical development and research areas in everyday pedagogy. Field and experimental settings, qualitative and…

Ongoing Research Project

EQUIP - Entwicklung von Qualität und Interaktion im pädagogischen Alltag

Beliefs of Educators about Interaction in Kindergarten

The beliefs of Brandenburg’s and Berlin’s educators about pedagogical interactions and their alterability are at the heart of this project. On the one hand, innovation intended from ‘outside’, i.e. further vocational training about pedagogical interaction, is examined: How is it perceived? How is it deal…