Mental stress and strain of young children in early childcare: development and testing of an observation-based risk assessment.

Status:

completed 08/2024

Aims:

The aim of the project was to develop a scientifically sound, observation-based procedure for the psychological risk assessment of children under the age of three for use in early childcare. Children under the age of three are exposed to stresses and strains in childcare centers, which can lead to negative consequences that continue into adulthood. The aim of the assessment procedure is to support early childcare providers and educational staff in recognizing risks and planning and implementing preventive and health-promoting measures while being aware of and using existing resources. Minimizing the risks of low biopsychosocial well-being and high levels of stress will support children to develop social and emotional skills and prevent disorders and behavioural problems. In the medium and long term, this serves both to prevent violence and to safeguard health and employability in adulthood.

Activities/Methods:

The project is classified as design-based practical research, which is characterized by the combination of theoretical-methodological knowledge of the researchers and the practical knowledge and field knowledge of the practitioners involved. The assessment procedure was developed in close cooperation with five childcare center teams and subsequently evaluated on an extended sample (22 childcare centers, 82 educational professionals, 100 children), taking into account different structural conditions, socio-economical background of clients and providers. An expert panel (Delphi process, n=11) and a research support group provided scientific and professional input.

Results:

The assessment procedure (WoGe Potential und Gefährdungsbeurteilung) is available and can be accessed free of charge via the DGUV. It consists of several elements (assessment of the overall structural and personal conditions of the center, assessment of the impact of the structural conditions on a child, systematic observation of the subjective actual well-being of a child), each with instructions for interpretation and further planning. A detailed handout and a short presentation to introduce the contents and handling support application in the field. The transferability to three- to six-year-old children was checked and found to be given with some need for adaptation.

Thanks to its broad theoretical and conceptual foundation, the potential and risk assessment integrates three central professional tasks in early childhood education and care: observation and documentation, the obligation of prevention and quality management and development. Providers are enabled to fulfill their legal obligation to carry out risk assessments. Educational staff become more confident in recognizing children's well-being as well as hazards and risks and can take more targeted preventive measures. Finally, advisors from accident insurance institutions gain knowledge about psychological stress factors in early childcare facilities, which they can use in their advisory and monitoring activities.

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