Selected publications (last 3 years; articles with scientific quality assurance, book publications; sorted by year)

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

Weinert, S., Rossbach, H.-G., von Maurice, J., Blossfeld, H.-P., & Artelt, C. (Eds.). (2024). Educational processes, decisions, and the development of competencies from early preschool age to adolescence: Findings from the BiKS cohort panel studies. Edition ZfE 16. Springer. https://link.springer.com/book/10.1007/978-3-658-43414-4

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

Seitz, M., Attig, M., Möwisch, D., Vogelbacher, M., & Weinert, S. (2024). Socioeconomic differences in looking behavior in habituation tasks in the first two years of life. European Journal of Developmental Psychology. doi.org/10.1080/17405629.2024.2411956

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/chapter/10.1007/978-3-031-27007-9_2

Weinert, S., Blossfeld, G. J., & Blossfeld, H.-G. (Eds.). (2023). Education, competence development and career trajectories. Analysing data of the National Educational Panel Study (NEPS). Springer. https://link.springer.com/book/10.1007/978-3-031-27007-9

Attig, M., Vogelbacher, M., & Weinert, S. (2023). Education from the crib on: The potential of the Newborn Cohort of the German National Educational Panel Study. Journal of Open Psychology Data, 11(13), 1-18. https://doi.org/10.5334/jopd.81

Panico, L., Boinet, C., Akabayashi, H., de la Rie, S., Kwon, S. J., Kameyama, Y., Keizer, R., Nozaki, K., Perinetti Casoni, V., Volodina, A., Waldfogel, J., Weinert, S., & Washbrook, E. (2023). International differences in gradients in early childhood overweight and obesity: The role of maternal employment and formal childcare attendance. European Journal of Public Health, 33(3), 468-475. https://doi.org/10.1093/eurpub/ckad058

Volodina, A., Weinert, S., Washbrook, E., Waldfogel, J., Keizer, R., Perinetti Casoni, V., de la Rie, S., & Kwon, S. J. (2023). Parental education-related gaps in externalising behaviour at age 3-4 years: Evidence from a harmonised framework from the United Kingdom, the United States, and the Netherlands. Child & Youth Care Forum, 53, 459-483. https://doi.org/10.1007/s10566-023-09759-4

Weinert, S. (2022). Language and cognition. In J. Law, S. Reilly & C. McKean (Eds.), Language Development: Individual differences in a social context (pp. 122-143). Cambridge: Cambridge University Press.

Edossa, A. K., Lockl, K., & Weinert, S. (2022). Developmental relationship between metacognitive monitoring and reading comprehension. Journal of Educational and Developmental Psychology. doi.org/10.5539/jedp.v13n1p1

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.

Huang, W., Weinert, S., Wareham, H., Law, J., Attig, M., von Maurice, J., & Roßbach, H.-G. (2022). The emergence of 5-year-olds’ behavioral difficulties: Analyzing risk and protective pathways in the UK and Germany. Frontiers in Psychology, 12, 769057. DOI: 10.3389/fpsyg.2021.769057

Karwath, C., Attig, M., von Maurice, J., & Weinert, S. (2022). Does poverty affect early language in 2-year-old children in Germany? Journal of Child and Family Studies. doi.org/10.1007/s10826-022-02500-0

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

Seitz, M., & Weinert, S. (2022). Numeracy skills in young children as predictors of mathematical competence. British Journal of Developmental Psychology, 40, 224-241. https://doi.org/10.1111/bjdp.12408

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

Dorn, K., Cauvet, E., & Weinert, S. (2021). A cross-linguistic study of multisensory perceptual narrowing in German and Swedish infants during the first year of life. Infant and Child Development, online first. DOI: 10.1002/icd.2217

Heppt, B., Volodina, A., Eglinsky, J., Stanat, P., & Weinert S. (2021). Faktorielle und kriteriale Validität von BiSpra 2-4: Validierung eines Testinstruments zur Erfassung bildungssprachlicher Kompetenzen bei Grundschulkindern. Diagnostica, 67, 24-35. DOI: https://doi.org/10.1026/0012-1924/a000259

Volodina, A., Heppt, B., & Weinert, S. (2021). Effects of socioeconomic status and language use on academic language proficiency in children with a migration background: An evaluation using quantile regressions. Contemporary Educational Psychology, 65, 101973.

Volodina, A., Heppt, B., & Weinert, S. (2021). Relations between the comprehension of connectives and school performance in primary school. Learning and Instruction, 74, 101430. DOI: 10.1016/j.learninstruc.2020.101430

Weinert, S. (2020). Heterogenität im Kindesalter. In J. Roos & S. Roux (Eds.), Das große Handbuch Frühe Bildung in der Kita. Wissenschaftliche Erkenntnisse für die Praxis (pp. 437-448). Köln/Kronach: Carl Link.

Weinert, S. (2020). Sprachentwicklung im Kontext anderer Entwicklungsbereiche. In S. Sachse, A.-K. Bockmann & A. Buschmann (Eds.), Sprachentwicklung: Entwicklung - Diagnostik - Förderung im Kleinkind- und Vorschulalter (pp. 131-162). Berlin: Springer.

Attig, M., & Weinert, S. (2020). What impacts early language skills? Effects of social disparities and different process characteristics of the home learning environment in the first two years. Frontiers in Psychology, 11, 557751. DOI: 10.3389/fpsyg.2020.557751.

Ebert, S., Lehrl, S., & Weinert, S. (2020). Differential effects of the home language and literacy environment on child language and theory of mind and their relation to socioeconomic background. Frontiers in Psychology, 11, 555654. DOI: 10.3389/fpsyg.2020.555654

Heppt, B., Köhne-Fütterer, J., Eglinsky, J., Volodina, A., Stanat, P., & Weinert, S. (2020). BiSpra 2-4. Test zur Erfassung bildungssprachlicher Kompetenzen bei Grundschulkindern der Jahrgangsstufen 2 bis 4. Münster: Waxmann.

Lehrl, S., Ebert, S., Blaurock, S., Rossbach, H.-G., & Weinert, S. (2020). Long-term and domain-specific relations between the early years home learning environment and students’ academic outcomes in secondary school. School Effectiveness and School Improvement, 31, 102-124. DOI: https://doi.org/10.1080/09243453.2019.1618346 .

Linberg, A., Attig, M., & Weinert, S. (2020). Social disparities in the vocabulary of 2-year-old children and the mediating effect of language-stimulating interaction behavior. Journal for Educational Research Online, 12, 12-35.

Linberg, A., Burghardt, L., Freund, J.-D., & Weinert, S. (2020). Differential effect of duration of early childcare under the age of three on socio-emotional outcomes. Early Child Development and Care, 190:16, 2505-2519. [online first 2019] doi.org/10.1080/03004430.2019.1588891

Linberg, A., Lehrl, S., & Weinert, S. (2020). The early years home learning environment - Associations with parent-child-course attendance and children’s vocabulary at age 3. Frontiers in Psychology, 11, 1425. DOI: 10.3389/fpsyg.2020.01425

Nusser, L. Weinert, S., Artelt, C., & Carstensen, C. H. (2020). Machbarkeitsstudien an Förderschulen mit dem Schwerpunkt Lernen im Rahmen des Nationalen Bildungspanels (2010-2013) – Ergebnisse und Resümee. In C. Gresch, P. Kuhl, M. Grosche, C. Sälzer & P. Stanat (Eds.), Schüler*innen mit sonderpädagogischem Förderbedarf in Schulleistungserhebungen (pp. 147-175). Wiesbaden: Springer. DOI: https://doi.org/10.1007/978-3-658-27608-9

Volodina, A., & Weinert, S. (2020). Comprehension of connectives: Development across primary school age and influencing factors. Frontiers in Psychology, 11:814. https://doi.org/10.3389/fpsyg.2020.00814

Volodina, A., Weinert, S., & Mursin, K. (2020). Development of academic vocabulary across primary school age: Differential growth and influential factors for German monolinguals and language minority learners. Developmental Psychology, 56(5), 922-936.https://doi.org/10.1037/dev0000910

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