Department of Education

Katharina Ereky-Stevens

Research Fellow

Katharina is a research member of the Child Development and Learning research group and the Rees centre. Her main areas of research are the quality of early childhood education and care (ECEC), and parent support. She has a particular interest in support for disadvantaged families and their young children, firstly in the context of ECEC, and secondly in the context of families.

Katharina has expertise child development and wellbeing in the early years, including age zero to three. Her work focuses on practice as well as policy. She has worked on a number of national and international research projects. She has experience in in quantitative and qualitative research methods, and in leading and co-leading research. In addition to her research, she has served as an expert on an OECD thematic ECEC-system review. She is a member of the Departmental Research Ethics Committee (DREC).

In May 2022, Katharina was awarded the Sylva-Chan Junior Research Fellowship. The fellowship has been named in honour of Professor Kathy Sylva OBE, whose work at Oxford since the 1980s has been a major contribution to the study of early childhood education and care, and has helped to inform policy and practice in the UK and beyond. Under her research fellowship, and mentored by Professor Iram Siraj, Katharina focuses on expanding ECEC research within the department.

In addition to her fellowship, Katharina has a postdoc research position at the Rees centre, where she currently works on the research project ‘Data and Voice to Improve Children’s Lives’, led by Leon Feinstein and funded by the Nuffield Foundation. The project is an innovative collaboration between local authorities and universities to transform how information about and from children and families is gathered, interpreted, and used in child and family social policy at both local and national level.

Her work on previous research projects focused on ECEC access, -quality, and -curriculum, the impact of early childhood education and care on child wellbeing and development, parent support in the early years, and early language interventions. For her DPhil, Katharina investigated associations between mother-infant interactions and children’s developing Theory of Mind and emotion understanding. Katharina’s DPhil research was supervised by Professor Kathy Sylva and carried out in collaboration with the Families, Children and Child Care study.

PREVIOUS RESEARCH PROJECTS 

Katharina worked as a research officer on the following research projects:

Publications:

  • Book chapters

    • Mathers, SJ, Ereky-Stevens, K, Dalli, C, Barbour, N (2017) “Quality of Early Childhood Education and Care for Children under Three: Sound Foundations”, In: L Miller, C Cameron (eds.) The SAGE Handbook of Early Childhood Policy. SAGE.

    • Datler, W, Funder, A, Hover-Reisner, N, Fürstaller, M, Ereky-Stevens, K (2012) “Eingewöhnung von Krippenkindern: Forschungsmethoden zu Verhalten, Interaktion und Beziehung [Infants‘ and toddlers‘ adaptation to day care: Research tools to assess behaviour, interaction, and relationships]”, In: S Viernickel, D Edelmann, H Hoffmann, A König (eds.) Krippenforschung. Methoden,Konzepte, Beispiele.. München: Ernst Reinhardt Verlag. 59-73

    • Ereky-Stevens, K, Datler, W, Fürstaller, M (2011) “Der Übergang in die außerfamiliäre Betreuung: Der Beitrag der Kleinkinder zum Verlauf von Eingewöhnungsprozessen”, In: R Kißgen, N Heinen (eds.) Familiäre Belastungen in früher Kindheit: Früherkennung, Verlauf, Begleitung, Intervention.. Stuttgart: Klett-Cotta. 205-228

    • Datler, W, Trunkenpolz, K, Ereky-Stevens, K (2010) “Vater, Mutter, Kind. Infant Observation als eine ethnographische Methode zur Erforschung von dyadischen und triadischen Beziehungserfahrungen im ersten Lebensjahr”, In: GE Schäfer, R Staege (eds.) Frühkindliche Lernprozesse verstehen. Ethnographische und phänomenologische Beiträge zur Bildungsforschung.. Weinheim und München: Beltz Juventa Verlag. 157-180

    • Datler, W, Steinhardt, K, Ereky-Stevens, K (2002) “Vater geht zur Arbeit ... Über triadische Beziehungserfahrungen und die Ausbildung triadischer Repräsentanzen im ersten Lebensjahr.”, In: K Steihardt, W Datler, J Gstach (eds.) Die Bedeutung des Vaters in der frühen Kindheit.. Gießen: Psychosozial-Verlag. 122-141

    • Ereky-Stevens, K (2001) “Präödipale Triangulierung. Zur psychoanalytischen Diskussion um die Frage des Entstehens der frühen familiären Dreiecksbeziehung.”, In: W Datler, A Eggert-Schmid Noerr, L Winterhager-Schmid (eds.) Das selbständige Kind (Jahrbuch für Psychoanalytische Pädagogik 12). Gießen: Psychosozial-Verlag. 151-177

    • Datler, W, Ereky-Stevens, K, Strobel, K (2001) “Alleine unter Fremden. Zur Bedeutung des Trennungserlebens von Kleinkindern in Kinderkrippen.”, In: W Datler, A Eggert-Schmid Noerr, L Winterhager-Schmid (eds.) Das selbständige Kind (Jahrbuch für Psychoanalytische Pädagogik 12). Gießen: Psychosozial-Verlag. 53-77

    • Ereky-Stevens, K, Richtarz, J (2000) “Über aktuelle Publikationen zu verschiedenen Fragestellungen Psychoanalytischer Pädagogik.”, In: C Büttner, H Krebs, L und Winterhager-Schmid (eds.) Gestalten der Familie - Beziehungen im Wandel. Gießen: Psychosozial-Verlag.

  • Conference papers

    • EREKY-STEVENS, K (2019) Design and implementation of ICT-based interventions to support parents with young children in linguistically diverse contexts. The ISOTIS virtual leanring environment for families. (Thessaloniki)

  • Journal articles

    • Ereky-Stevens, K, Pastori, G, Sidiropulu-Janku, K, Sarcinelli, AS, Schuenke, J, Trauernicht, M, Pagani, V, Mangiatordi, A (2022) “Implementation of ICT-Facilitated Parent- and Family-Focused Interventions in Culturally and Linguistically Diverse Contexts”, FRUHE BILDUNG. 11(1) 29-36.
      DOI: http://doi.org/10.1026/2191-9186/a000551

    • Wolf, KM, Broekhuizen, ML, Moser, T, Ereky-Stevens, K, Anders, Y (2020) “Determinants of early attendance of ECEC for families with a Turkish migration background in four European countries”, EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL. 28(1) 77-89.
      DOI: http://doi.org/10.1080/1350293X.2020.1707364

    • Aguiar, C, Silva, CS, Guerra, R, Rodrigues, RB, Ribeiro, LA, Pastori, G, Leseman, P, Obrovska, J, Lenhartova, Z, Ereky-Stevens, K, Omonigho, A, Thomson, B, Tracz, R, Hummel, T, Anders, Y, Wolf, K, Panagiotidou, C, Papageridou, D, Gkaintartzi, A, Tsokalidou, P, Tsioumis, K, Petrogiannis, K, Cescato, S, Be, M, Francot, R, Palczynska-Janiak, J, Wichrowska, K, Martins, D, Ferreira, I, Camacho, A, Team, ISOTISR (2020) “Early interventions tackling inequalities experienced by immigrant, low-income, and Roma children in 8 European countries: a critical overview”, EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL. 28(1) 58-76.
      DOI: http://doi.org/10.1080/1350293X.2020.1707363

    • Ereky-Stevens, K, Funder, A, Katschnig, T, Malmberg, L-E, Datler, W (2018) “Relationship building between toddlers and new caregivers in out-of-home childcare: Attachment security and caregiver sensitivity”, EARLY CHILDHOOD RESEARCH QUARTERLY. 42 270-279.
      DOI: http://doi.org/10.1016/j.ecresq.2017.10.007

    • Mathers, S, Sylva, K, Eisenstadt, N, Soukakou, E, Ereky-Stevens, K (2014) “Supporting early learning for children under three: Research and practice”, Journal of Children's Services. 9(2) 177-187.
      DOI: http://doi.org/10.1108/JCS-02-2014-0008

    • Stein, A, Malmberg, LE, Leach, P, Barnes, J, Sylva, K, Davies, B, Ereky-Stevens, K, Godlieb, J, Hague, L, Jennings, D, Nichols, M, Ram, B, Triner, A, Walker, J (2013) “The influence of different forms of early childcare on children's emotional and behavioural development at school entry”, Child: Care, Health and Development. 39(5) 676-687.
      DOI: http://doi.org/10.1111/j.1365-2214.2012.01421.x

    • Datler, W, Ereky-Stevens, K, Hover-Reisner, N, Malmberg, L-E (2012) “Toddlers' transition to out-of-home day care: settling into a new care environment.”, Infant behavior & development. 35(3) 439-451.
      DOI: http://doi.org/10.1016/j.infbeh.2012.02.007

    • Sylva, K, Stein, A, Leach, P, Barnes, J, Malmberg, L-E, FCCC-team (2011) “Effects of early child-care on cognition, language, and task-related behaviours at 18 months: an English study.”, The British journal of developmental psychology. 29(Pt 1) 18-45.
      DOI: http://doi.org/10.1348/026151010x533229

    • Sylva, K, Scott, S, Totsika, V, Ereky-Stevens, K, Crook, C (2008) “Training parents to help their children read: a randomized control trial.”, The British journal of educational psychology. 78(Pt 3) 435-455.
      DOI: http://doi.org/10.1348/000709907x255718

    • Ereky-Stevens, K (2008) “Associations between Mothers' Sensitivity to Their Infants' Internal States and Children's Later Understanding of Mind and Emotion”, INFANT AND CHILD DEVELOPMENT. 17(5) 527-543.
      DOI: http://doi.org/10.1002/icd.572

    • Flouri, E, Ereky-Stevens, K (2008) “Urban neighbourhood quality and school leaving age: Gender differences and some hypotheses”, OXFORD REVIEW OF EDUCATION. 34(2) 203-216.
      DOI: http://doi.org/10.1080/03054980701614960

    • Malmberg, L-E, Stein, A, West, A, Lewis, S, Barnes, J, Leach, P, Sylva, K, FCCC (2007) “Parent-infant interaction: a growth model approach.”, Infant behavior & development. 30(4) 615-630.
      DOI: http://doi.org/10.1016/j.infbeh.2007.03.007

    • Sylva, K, Stein, A, Leach, P, Barnes, J, Malmberg, L-E, FCCC-Team (2007) “Family and child factors related to the use of non-maternal infant care: An English study”, EARLY CHILDHOOD RESEARCH QUARTERLY. 22(1) 118-136.
      DOI: http://doi.org/10.1016/j.ecresq.2006.11.003

    • Sylva, K, Taggart, B, Siraj-Blatchford, I, Totsika, V, Ereky-Stevens, K, Gilden, R, Bell, D (2006) “Curricular quality and day-to-day learning activities in pre-school”, International Journal of Early Years Education. 15(1) 49-65.
      DOI: http://doi.org/10.1080/09669760601106968

  • Reports

    • LINDORFF, A, Sylva, K, EREKY-STEVENS, K, Joseph, A (2022) Coaching Early Conversation, Interaction and Language (CECIL) Impact evaluation. London: Report submitted to the Sutton Trust.

    • Anders, Y, Cadima, J, EREKY-STEVENS, K, Cohen, F, Trauernicht, M, Schünke, J (2019) Integrative Report on parent and family-focused support to increase educational equality.. Brussels: Report for the European Commission.

    • Sylva, K, Pastori, G, Lerkkanen, MK, Slot, P, Ereky-Stevens, K (2016) Integrative report on a culture-sensitive quality & curriculum framework. CARE Curriculum Quality Analysis and Impact Review of European ECEC, WP2, D2.4.. Brussels:

    • Resa, E, Ereky-Stevens, K, Wieduwilt, N, Penderi, E, Anders, Y, Petrogiannis, K, Melhuish, E (2016) Overview of quality monitoring systems and results of moderator analysis.. Brussels: ECEC.

    • Melhuish, EC, Ereky-Stevens, K, Petrogiannis, K, Ariescu, A, Penderi, E, Rentzou, K, Tawell, A, Slot, P, Broekhuizen, M, Leserman, P (2015) A review of research on the effects of early childhood education and care (ECEC) on child development. Brussels: ECEC.

    • Sylva, K, Ereky-Stevens, K, Aricescu, AM (2014) Overview of European ECEC curricula and curriculum template. CARE Curriculum quality analysis and impact review of European ECEC, WP2, D2.1.. Brussles:

    • Mathers, S, Eisenstadt, N, Sylva, K, Soukakou, E, Ereky-Stevens, K (2014) Sound Foundations: A review of the research evidence on quality for early childhood education and care for children under three. Implications for policy and practice.. London:

    • EREKY-STEVENS, K, Trauernicht, M, Schünke, J, Sarcinelli, AS, Janků, KS ICT-facilitated parent interventions to support families with young children in linguistically diverse contexts. Design and implementation, using the ISOTIS virtual learning environment. ISOTIS Inclusive Education and Social Support to Tackle Inequality in Society, WP3, D3.4.. Brussels: Report for the European Commission.

    • Cohen, F, Cadima, J, Nata, G, EREKY-STEVENS, K, Broekhuizen, M, Francot, R, Anders, Y Case studies of promising parent- and family focused support programmes. ISOTIS Inclusive Education and Social Support to Tackle Inequality in Society, WP3, D3.3.. Brussels: Report for the European Commission.

    • Broekhuizen, M, EREKY-STEVENS, K, Wolf, K, Moser, T Technical report parent structured interview study. Procedures, instrument development, samples, and showcases. ISOTIS Inclusive Education and Social Support to Tackle Inequality in Society, WP2, D2.1.. Brussels: Report for the European Commission.

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