Sabine Weinert

// CURRENT POSITIONS
 

• Emerita of Excellence, Trimberg Research Academy, Bamberg University
• Head of Research Group at the Department of Developmental Psychology at Bamberg University
• Faculty Member at the Bamberg Graduate School of Social Sciences

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// SUPERVISION

Prof. Dr. Weinert is particularly interested in supervising doctoral students in the areas of child development, particularly the early development of competencies, relations between facets of development (e.g., language, cognition, social-emotional development, self-regulation) and influencing factors (family background / effects of social inequality, learning environments in the family and in educational institutions). Doctoral projects may use available large-scale data such as NEPS data.

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// RESEARCH

Professor Weinert’s main field of research is developmental and educational psychology with a special focus on the acquisition of language, cognitive development, and social-emotional development, their interrelations and influencing factors. Besides typical development she is also interested in developmental disorders. She is involved in various interdisciplinary and longitudinal studies and research initiatives (e.g., National Educational Panel Study, NEPS).

Further information on research interests and projects and can be found on the departments website.

SELECTED RESEARCH PROJECTS

• EarlyMath: Mathematical Development and the Impact of Interaction Quality in early Childcare
• BRISE: Bremen Initiative to Foster Early Childhood Development
• ViVAplus: Impact of early childcare arrangements and the home-learning environment on child development
•  BamBI: Bamberger Baby Institute for infancy research

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// SELECTED PUBLICATIONS

• Weinert, S., & Ebert, S. (2024). Developmental dynamics and social disparities in early education-related child development: Results from the BiKS-3-18 study. In S. Wein­ert, H.-G. Rossbach, J. von Maurice, H.-P. Blossfeld, & C. Artelt (Eds.), Educational processes, decisions, and the development of competencies from early preschool age to adolescence: Findings from the BiKS cohort panel studies (pp. 91-129). Edition ZfE 16. Springer. https://doi.org/10.1007/978-3-658-43414-4_4
• Doshi, A., Weinert, S., & Attig, M. (2024). Self-regulatory abilities as predictors of scientific literacy among children in preschool and primary school years. Learning and Individual Differences, 114, 102515. https://doi.org/10.1016/j.lindif.2024.102515
• Huang, W., Weinert, S., & Volodina, A. (2024). Relations between early majority language and socioemotional development in children with different language backgrounds. Child Development, 95, 895-912. https://doi.org/10.1111/cdev.14040
• Volodina, A., Lehrl, S., & Weinert, S. (2024). The impact of early home learning environ­ment and preschool quality on school-relevant language proficiency in primary school. Journal of Research in Childhood Education, 38(3), 502-525. https://doi.org/10.1080/02568543.2023.2301102
• Weinert, S., Attig, M., Linberg, A., Vogel, F., & Rossbach, H.-G. (2023). Quality of early learning environments: measures, validation, and effects on child development. In S. Weinert, G. J. Blossfeld, & H.-G. Blossfeld (Eds.), Education, competence development and career trajectories. Analysing data of the National Educational Panel Study (NEPS) (pp. 17-58). Springer. https://link.springer.com/book/10.1007/978-3-031-27007-9
• Volodina, A., Weinert, S., Washbrook, E., Waldfogel, J., Jiyoon Kwon, S., Wang, Y., & Perinetti Casoni, V. (2022). Explaining gaps by parental education in children’s early language and social outcomes at age 3-4 years: Evidence from harmonised data from three countries. Current Psychology, online first. doi.org/10.1007/s12144-022-03754-z
• Huang, W., Weinert, S., von Maurice, J. & Attig, M. (2022). Specific parenting behaviors link maternal education to toddlers' language and social competence. Journal of Family Psychology. DOI: 10.1037/fam0000950.
• Rose, E., Ebert, S. & Weinert, S. (2022). Associations of preschoolers’ language skills with aggressive behaviour, positive peer relations, and the hostile intent attribution from preschool to early adolescence. European Journal of Developmental Psychology,19(6), 828-846, DOI: 10.1080/17405629.2021.1978971

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