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Franziska Egert

Professor

Germany

Research Interests

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Professors in Germany

About

Professor Franziska Egert is a faculty member at Katholische Stiftungsfachhochschule München Standort Benediktbeuern, Germany. Her research primarily focuses on early childhood education, language interventions, and the effectiveness of digital media in fostering language development among children. Recent publications include analyses on the impact of digital storybook interventions and the quality of childcare, as well as systematic reviews concerning dual language learners and language support for late-talking toddlers.

Articles (13)

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2026

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2024

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2022

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2020

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2020

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2020

Collaborators (1)

Ruben Fukkink

Academic, Full Professor

University of Amsterdam

NETHERLANDS

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Franziska Egert

Research Interests

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Articles (13)

Dialogisches Lesen – mit einem digitalen Bilderbuch oder doch besser klassisch?

Bedeutung sprachlicher Interaktionen im Kita-Alltag mit Kindern mit und ohne Sprachförderbedarf

Learning experiences from ECEC professionals during an international field visit: The Berlin, The Hague, and Schiedam Study

Fostering Child Language with Short-Term Digital Storybook Interventions

Metaanalyse zur Wirksamkeit von Bildungs- und Förderaktivitäten mit digitalen Medien in Kindertageseinrichtungen

3 in 1: Förderung von Sprache, Vorläuferfähigkeiten und frühem Lesen

Systematischer Review zur Qualität der Kindertagespflege

Can e-books foster child language? Meta-analysis on the effectiveness of e-book interventions in early childhood education and care

PROTOCOL: Language interventions for improving the L1 and L2 development of dual language learners in early education and care: A systematic review and meta-analysis

The Effectiveness of Early Language Interventions for Late-Talking Toddlers: A Meta-Analysis,Zur Wirksamkeit sprachfördernder Frühinterventionen bei Late Talkers: Eine Metaanalyse

Apps für Kindergartenkinder: Lernen oder Aufmerksamkeitsraub? – Anforderungen an Lernapps aus kognitionspsychologischer Perspektive

Professional development on fostering students’ academic language proficiency across the curriculum—A meta-analysis of its impact on teachers’ cognition and teaching practices

The impact of in-service professional development on the quality of teacher-child interactions in early education and care: A meta-analysis

Collaborators (1)

Ruben Fukkink

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