Isabelle Fischer, M.A.

My dissertation aims at investigating the consequences of several trends that could recently be observed in Western societies: increasing relationship instability, increasing use of formal child care and increasing father involvement in children’s upbringing.

I intend to provide a more in-depth understanding of the importance of early childhood education and care arrangements and how they may interact with family processes for early child development. Additionally, I combine theories from the field of gender studies with developmental theories and examine whether the source of educational stimulation (mother/father) plays a crucial role when it comes to a child’s development or whether the overall amount is more important.

The research questions of my thesis fit well with several of LEAD’s key questions, for instance, by providing evidence on how the quality of formal learning environments may reduce the impact of family-induced behavioral problems which are often also linked to socio-economic disadvantage. Furthermore, the project explores how changing home learning environments may impact children’s cognitive and self-regulation skills, with particular attention to differences by child gender, across the transition to primary school.