Prof. Dr. Gerlind Große

Professor of Early Childhood Education Research

Head of PINA Research Laboratory

Committees & Offices

Dean of the Faculty of Social and Educational Sciences

Member of the Potsdam Research Institute for Early Learning & Educational Action (PINA)

Unit

Department of Social and Educational Sciences

gerlind.grosse@fh-potsdam.de

Phone

+49 331 580-4126

Location

House 5

Room

5.2.08

Office hours

By appointment by e-mail

Main fields of activity (research, teaching)

Early childhood education research, developmental psychology and pedagogical interaction quality
Social-emotional, communicative and socio-cognitive development in early childhood
Observation, documentation and quality development in early childhood education and pedagogical settings
Professionalisation, learning process support and the design of high-quality learning environments in early childhood education, schools and higher education
School development, inclusive education and educational architecture
Research transfer, practice development and responsible digital and AI-supported technologies in educational processes

Lectures and exhibitions

Conference presentations, workshops, seminars

2019

Grosse, G. (2019). Über Emotionen sprechen: Wie unterstützt Sprache die Emotionsregulation? Eingeladener Vortrag. Fachtag MOL: Beziehung durch Sprache gestalten. Umgang mit herausfordernden Situationen im pädagogischen Kita-Alltag, Strausberg, GER.
Grosse, G. (2019). Über Emotionen sprechen: Wie unterstützt Sprache die Emotionsregulation? Eingeladener Vortrag. Frühpädagogischer Abend der Universität Leipzig, GER.
Grosse, G. (2019). The mental and cooperative nature of infant communication. Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie (PAEPSY). Leipzig, GER.
Grosse, G., Streubel, B., Gunzenhauser C., Saalbach, H. (2019). Let’s talk about emotions: Breadth and depth of Children’s emotion vocabulary. Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie (PAEPSY). Leipzig, GER.
Grosse, G. (2019). Schule im sozialen Raum. Vortrag. Werkstatt Entfaltungsräume: Impulse für die Gestaltung innovativer Lernorte in brandenburgischen Schulen. Potsdam: Universität Potsdam
Grosse, G., Svensson, F., Schulze, C., Saalbach, H., Saji, N., Imai, M. (2019). How do children construct the color lexicon? - A developmental and comparative study of concept formation. Posterpräsentation. BCCCD – Budapest CEU Conference on Cognitive Development, Budapest, HU.

2018

Grosse, G. (2018). Vorstellung des kooperativen Masterstudiengangs „Frühkindliche Bildungsforschung“ der FH Potsdam und Universität Potsdam. Vorstellung bei der Tagung der Bundesarbeitsgemeinschaft Bildung und Erziehung in der Kindheit e.V. (BAG-BEK e.V.). Koblenz: Hochschule
Grosse, G., Hruska, C. (2018). Impact of education goals and ECEC quality on the judgement of early social-emotional development. Vortrag. EARLI SIG 5 – Learning and Development in Early Childhood Conference with the theme “ECEC 2.0 – Future Challenges for Early Childhood Education and Care”, Berlin: Freie Universität Berlin, GER.
Streubel, B., Grosse, G., Gunzenhauser C., Saalbach, H. (2018). Functions of language in children’s development of emotion regulation. Vortrag. EARLI SIG 5 – Learning and Development in Early Childhood Conference with the theme “ECEC 2.0 – Future Challenges for Early Childhood Education and Care”, Berlin: Freie Universität Berlin, GER.
Bürgermeister, A., Grosse, G., Saalbach, H. (2018). Quantitative and Qualitative Aspects of Educational Dialogue during Early Science Instruction. Vortrag. EARLI SIG 5 – Learning and Development in Early Childhood Conference with the theme “ECEC 2.0 – Future Challenges for Early Childhood Education and Care”, Berlin: Freie Universität Berlin, GER.
Grosse, G., Hruska, C. (2018). Unterschiede der Erziehungsziele und Betreuungsqualitäten im Elternhaus und Kindertageseinrichtung beeinflussen die frühkindliche sozial-emotionale Entwicklung. Vortrag. 51. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Frankfurt: Goethe-Universität Frankfurt.
Streubel, B., Grosse, G., Gunzenhauser C., Saalbach, H. (2018) Children’s emotional competence. Part II: Developmental contexts and trajectories of emotion regulation. Vortrag. 51. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Frankfurt: Goethe-Universität Frankfurt.
Grosse, G. (2018). Emotion regulation in peer-groups – a dynamic systems approach. Vortrag. 51. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Frankfurt: Goethe-Universität Frankfurt.

2017

Grosse, G., Hruska, C., Correia, N, Diebold, T., Silkenbeumer, J. (2017). Early childcare settings and their role for children’s development of effectiveness in social interactions. Symposium. ECDP - European Association of Developmental Psychology biennial conference, Utrecht, NL.
Grosse, G. (2017). Peer interaction quality as part of early child care quality. Posterpräsentation, K2ID 2017 - ECEC QUALITY – new interdisciplinary perspectives on an old issue, DIW, Berlin, GER.
Grosse, G., Colle, L., Tomasello, M. (2017). Infants’ understanding of teasing and its effect on a novel social relationship. Posterpräsentation, BCCCD 2017 – Budapest CEU Conference on Cognitive Development, Budapest, HU.
Grosse, G., Schulze, C., Saalbach, H., Saji, N., Imai, M. (2017). How do children construct the color lexicon? A developmental and comparative study of concept formation. Posterpräsentation. LCICD - Lancaster International Conference on Infant and Early Child Development. Lancaster, UK: University.
Grosse, G., Schulze, C., Katsos, N., Tomasello, M. (2017). Three-year-old children make some, but not all inferences based on informativeness, Vortrag. LCICD - Lancaster International Conference on Infant and Early Child Development. Lancaster, UK: University.
Grosse, G., Colle, L., Tomasello, M. (2017). Infants‘ understanding of teasing and its effect on a novel social relationship. Posterpräsentation, Society for Research in Child Development Biennial Meeting. Austin, Texas, USA.
Grosse, G. (2017). KAI-Skala. Vortrag, Fachtag: "Nachdenken mit Kindern - Ergebnisse und Ideen zu SUSTAINED SHARED THINKING aus Forschung und Praxis". Berlin: Pestalozzi-Fröbel-Haus.
Grosse, G. Schulze, C., Katsos, N., Tomasello, M. (2017). Differences and similarities in children’s acquisition of different implicature types. Format, Education in the Crossroads of Economy and Politics Role of Research in the Advancement of Public Good. 17th Biennial EARLI Conference for Research on Learning and Instruction. European Association for Research on Learning and Instruction. Tampere, FI: University.
Streubel, B., Grosse, G., Gunzenhauser C., Saalbach, H. (2017). Emotionen und emotionale Kompetenzen im Kindesalter. Teil I: Methoden der Erfassung. Vortrag. Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie (PAEPSY). Münster: Westfälische Wilhelms-Universität.
Grosse, G., Schulze, C., Katsos, N., Tomasello, M. (2017). Three-year-old children make some, but not all inferences based on informativeness. Vortrag, Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie (PaePsy2017). Münster: Westfälische Wilhelms-Universität.
Bürgermeister, A., Grosse, G., Saalbach, H. (2017). Lehrer-Schüler-Interaktion im frühen naturwissenschaftlichen Lernen: Der Redeanteil von Kindern in tutoriellen Settings und dessen Effekt auf den Lernerfolg. Vortrag, Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie (PaePsy2017). Münster: Westfälische Wilhelms-Universität.

Publications at FHP from 2018 onwards (according to core data set for research)

2025

Noburo Saji, Henrik Saalbach, Gerlind Große, Cornelia Schulze, Mutsumi Imai. Cross-linguistic comparison of color word learning in German and Japanese children shows universal and language-specific processes. Scientific reports2025.

2024

Christian Andrä, Christian Bethke, Karin Borck, Irene Dittrich, Christiane Ehmann, Ramiro Glauer, Gerlind Große, Eva Grüber, Lena Grüber, Frauke Hildebrandt, Annegret Klassert, Raingard Knauer, Jan Lonnemann, Katrin Macha, Filipe Martins Antunes, Jörg Maywald, Sandra Niebuhr-Siebert, Bianka Pergande, Ludger Pesch, Carolin Rauhöft, Alexander Scheidt, Julia Schröder-Moritz, Annika Tillmanns, Caroline Wronski. Bildungsplan - Erweiterte Grundsätze elementarer Bildung in Einrichtungen der Kindertagesbetreuung im Land Brandenburg. 2024.
Gerlind Große, Berit Streubel. Emotion-specific vocabulary and its relation to emotion understanding in children and adolescents. Cognition and Emotion1664-16732024.

2023

Livia Colle, Gerlind Große, Tanya Behne, Michael Tomasello. Just teasing!: Infants' and toddlers' understanding of teasing interactions and its effect on social bonding. Cognition : international journal of cognitive science105314-1053142023.
Gerlind Große, Almut Krapf. „Wie fängt man an?“ Inklusive und sozialraumorientierte Schule in herausfordernder Lage neu etablieren: Herausforderungen, Erfahrungen und Erkenntnisse der Leipziger Modellschule (LEMO). 219-2322023.

2022

Annika von Steinkeller, Gerlind Große. Children are more social when playing analog games together than digital games. Computers in Human Behavior Reports1-102022.
Gerlind Große, Antonia Simon, Alexander Soemer, Romy Schönfeld, Stefanie Barth, Nadine Linde. Teacher–Child Interaction Quality Fosters Working Memory and Social-Emotional Behavior in Two- and-Three-Year-Old Children. International Journal of Early Childhood421-4442022.

2021

Gerlind Große, Berit Streubel, Catherine Gunzenhauser, Henrik Saalbach. Let’s Talk About Emotions: The Development of Children’s Emotion Vocabulary from 4 to 11 Years of Age. Affective Science150-1622021.
Carmen Birner, Gerlind Große. Systematic Review on the Efficacy of Interventions for Fear of Childbirth, Anxiety and Fear in Pregnant Women. Journal of Pediatrics and Infants66-902021.

2020

Berit Streubel, Catherin Gunzenhauser, Gerlind Große, Henrik Saalbach. Emotion-specific vocabulary and its contribution to emotion understanding in 4- to 9-year-old children. Journal of Experimental Child Psychology2020.
Mutsumi Imai, Noburo Saji, Gerlind Große, Cornelia Schulze, Michiko Asano, Henrik Saalbach. General mechanisms of color lexicon acquisition: insights from comparison of German and Japanese speaking children. 42nd Annual Conference of the Cognitive Science Society3315-33202020.
Marie-Ann Koch, Jeanette Hanko, Gerlind Große. Leitfaden zur Nutzer*innen-Beteiligung in der "Phase Null" beim kommunalen Schulbau. 272-2722020.

2019

Gerlind Große, Frauke Hildebrandt. Bildung und Interesse: Warum die Interessen der Kinder für das Lernen bedeutsam sind und wie sie aufgegriffen werden können. Grundschule aktuell : Zeitschrift des Grundschulverbandes30-332019.
Annika Bürgermeister, Gerlind Große, Miriam Leuchter, Ueli Studhalter, Henrik Saalbach. Interaktion von pädagogischen Fachkräften und Kindern in naturwissenschaftlichen Lerngelegenheiten im Kindergarten. Frühe Bildung13-212019.

2018

Gerlind Große. Emotionsregulation und Sprache. Grundschule aktuell : Zeitschrift des Grundschulverbandes12-152018.
Cornelia Schulze, Gerlind Große, Markus Spreer. Erwerb pragmatischer Fähigkeiten und mögliche Störungen (im Kindesalter). 177-1852018.

Additional publications

2024

Grosse, G., & Streubel, B. (2024). Emotion-specific vocabulary and its relation to emotion understanding in children and adolescents. Cognition and Emotion, 1–10. https://doi.org/10.1080/02699931.2024.2346745

2023

Große, G., & Krapf, A. (2023). „Wie fängt man an?“ Inklusive und sozialraumorientierte Schule in herausfordernder Lage neu etablieren – Herausforderungen, Erfahrungen und Erkenntnisse der Leipziger Modellschule (LEMO). In S. Schuppener, N. Leonhardt, & R. Kruschel (Hrsg.), Inklusive Schule im Sozialraum. Entwicklungsprozesse durch Kooperation und Interprofessionalität in herausfordernder Lage. Springer.

2022

Grosse, G., Simon, A., Soemer, A., Schönfeld, R., Barth, S., & Linde, N. (2022). Teacher–Child Interaction Quality Fosters Working Memory and Social-Emotional Behavior in Two- and-Three-Year-Old Children. International Journal of Early Childhood. https://doi.org/10.1007/s13158-022-00327-w
Colle, L., Grosse, G., Behne, T., & Tomasello, M. (2022). Just teasing! - Infants’ and toddlers’ understanding of teasing interactions and its effect on social bonding. Cognition, 105314. https://doi.org/10.1016/j.cognition.2022.105314
von Steinkeller, A., & Grosse, G. (2022). Children are more social when playing analog games together than digital games. Computers in Human Behavior Reports, 100195. https://doi.org/10.1016/j.chbr.2022.100195

2021

Birner, C., & Grosse, G. (2021). Systematic Review on the Efficacy of Interventions for Fear of Childbirth, Anxiety and Fear in Pregnant Women. Journal of Pediatrics and Infants, 4(2), 66–90. https://doi.org/10.21203/rs.3.rs-223224/v1
Grosse, G., Streubel, B., Gunzenhauser, C. et al. Let’s Talk About Emotions: the Development of Children’s Emotion Vocabulary from 4 to 11 Years of Age. Affec Sci (2021). https://doi.org/10.1007/s42761-021-00040-2

2020

Streubel, B., Gunzenhauser, C., Grosse, G., & Saalbach, H. (2020). Emotion-specific vocabulary and its contribution to emotion understanding in 4- to 9-year-old children. Journal of Experimental Child Psychology, 193, 104790. https://doi.org/10.1016/j.jecp.2019.104790

2019

Bürgermeister, A., Große, G., Leuchter, M., Studhalter, U., & Saalbach, H. (2019). Interaktion von pädagogischen Fachkräften und Kindern in naturwissenschaftlichen Lerngelegenheiten im Kindergarten. Frühe Bildung, 8(1), 13–21. https://doi.org/10.1026/2191-9186/a000406
Hildebrandt, F. & Grosse, G. (2019) Bildung und Interesse - Warum die Interessen der Kinder für das Lernen bedeutsam sind und wie sie aufgegriffen werden können. Grundschule aktuell, 145.

2018

Grosse, G. (2018) Emotionsregulation und Sprache. Grundschule aktuell, 144, 12-15
Schulze, C., Grosse, G., & Spreer, M. (2018). Erwerb pragmatischer Fähigkeiten und mögliche Störungen (im Kindesalter). In F. Liedtke & A. Tuchen (Eds.), Handbuch Pragmatik (pp. 177–185). doi.org/10.1007/978-3-476-04624-6_17
Luthardt, J., Maué, R., Manske, K., Große, G., Hildebrandt, F. (subm.) Mikroprozesse im Blick - Ansätze und Erfahrungen aus interdisziplinärer Praxisforschung zu anregender Interaktion in Kindertagesstätten. In: Weimann-Sandig (in prep.) Mit und über Kinder(tageseinrichtungen) forschen- Das Forschungsfeld Kita.
Streubel, B., Gunzenhauser, C., Grosse, G., Saalbach, H. (under revision) Emotion-specific vocabulary and its Contribution to Emotion Understanding in 4-9-Year-Olds [Journal of Experimental Child Psychology]
Grosse, G., Schulze, C., Tomasello, M., Katsos, N. (under revision) Three-year-old children make some, but not all inferences based on informativeness. [Journal of Experimental Child Psychology]

Selected projects

FEEL - Feeling, Recognising, Assessing, Learning

Extended reality and AI-supported counselling for parents in understanding and dealing constructively with their children's emotions

Comfort and Emotion Regulation

Comfort Understanding in Preschool and School Children

NAWII

Recording and promoting the interest in natural sciences of 5 - 6-year-old children in the day care centre

Die Babyhelfer - Virtual Psychological Counselling for Expectant and New Parents - Die Babyhelfer-App

The aim of the "Babyhelfer" project is to use an app to provide expectant and new parents with virtual psychological support, in order to alleviate the shortage of care for certain sub-clinical and psychological issues.

Gestures as Cultural Markers: The Importance of Tact Gestures for Social Preference and Learning in Infancy and Early Childhood in France and Germany

SocialGestures is a joint research project between the University of Applied Sciences Potsdam and the Université Grenoble Alpes. The project was developed jointly and is being carried out under joint responsibility. It is funded by Deutschen Forschungsgemeinschaft (GR 4756/3-1).

PINA: Potsdam Research Institute for Early Learning and Educational Action

PINA is an interdisciplinary research network of the University of Applied Sciences Potsdam and the University of Potsdam on early childhood education and development.

BeoKiz - Observation and Assessment in Everyday Daycare: Child-Centred and Holistic

"BeoKiz" is a project that we are implementing in collaboration with the Institut für Fortbildung Forschung & Entwicklung e.V. on behalf of the Berlin Senate Department for Education, Youth and Family from August 2020 to December 2022.