Gezielte additive Förderung im Anschluss an die Einschulungsuntersuchung in Baden-Württemberg: Effekte auf sprachliche und mathematische Basiskompetenzen im Vorschulalter.
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| Title: | Gezielte additive Förderung im Anschluss an die Einschulungsuntersuchung in Baden-Württemberg: Effekte auf sprachliche und mathematische Basiskompetenzen im Vorschulalter. |
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| Alternate Title: | Targeted Additive Support Following the School Enrolment Screening in Baden-Württemberg: Effects on Basic Language and Math Skills in Preschoolers. |
| Authors: | Strohmaier, Bianca1 (AUTHOR) bianca.strohmaier@ph-gmuend.de, Möhring, Wenke1 (AUTHOR) |
| Source: | Lernen und Lernstörungen. 2026, Vol. 15 Issue 3, p121-130. 10p. |
| Subject Terms: | *Mathematical ability, *Educational support, *Readiness for school, *Language ability, *Preschool children, *Response to intervention (Education), *Early childhood education |
| Abstract (English): | Abstract: Background: In this study, children with diagnosed support needs in the areas of language and math received additive and targeted support following the enrolment screening (ESU) in Baden-Württemberg. The aim was to evaluate the effectiveness of long-term, small-group-based support in day-care centers. Methods: The intervention lasted for 15 months and was implemented in small groups (2–3 children) with high temporal intensity. In addition, qualitative data were collected through parent interviews and standardized surveys of educators. Results: Significant gains were found in children's numerical skills (effect size: r =.65), while no statistically significant group-level improvements were found in language skills – except for some individual progress. The qualitative results showed differences in the evaluation of the program: parents reported predominantly positive effects, while professionals emphasized organizational challenges. Discussion: The findings point to the potentials and limitations of intensive, ESU-based support programs and highlight the need for structural prerequisites for sustainable implementation in early educational practice. [ABSTRACT FROM AUTHOR] |
| Abstract (German): | Zusammenfassung:Hintergrund: In der vorliegenden Studie wurden Kinder mit diagnostiziertem Förderbedarf in den Bereichen Sprache und Mathematik im Anschluss an die Einschulungsuntersuchung (ESU) in Baden-Württemberg additiv und gezielt gefördert. Ziel war die Überprüfung der Wirksamkeit einer langfristigen, kleingruppengestützten Förderung in Kindertageseinrichtungen. Methoden: Die Förderung erfolgte über einen Zeitraum von 15 Monaten in Kleinstgruppen (2–3 Kinder) mit hoher zeitlicher Intensität. Ergänzend wurden qualitative Daten aus Elterninterviews und standardisierten Befragungen von Erzieher_innen erhoben. Ergebnisse: Die Kinder zeigten signifikante Zugewinne in den numerischen Kompetenzen (Effektstärke: r =.65), während sich im sprachlichen Bereich keine signifikanten Gruppenunterschiede feststellen ließen – mit Ausnahme individueller Verbesserungen. In der qualitativen Auswertung zeigten sich deutliche Unterschiede in der Bewertung: Eltern berichteten überwiegend positive Effekte, Fachkräfte betonten organisatorische Herausforderungen. Diskussion: Die Ergebnisse liefern Hinweise auf Potenziale und Grenzen intensiver, ESU-basierter Fördermaßnahmen. Zugleich verdeutlichen sie den Bedarf an strukturellen Voraussetzungen für eine nachhaltige Implementierung in der frühen Bildungspraxis. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Abstract: Background: In this study, children with diagnosed support needs in the areas of language and math received additive and targeted support following the enrolment screening (ESU) in Baden-Württemberg. The aim was to evaluate the effectiveness of long-term, small-group-based support in day-care centers. Methods: The intervention lasted for 15 months and was implemented in small groups (2–3 children) with high temporal intensity. In addition, qualitative data were collected through parent interviews and standardized surveys of educators. Results: Significant gains were found in children's numerical skills (effect size: r =.65), while no statistically significant group-level improvements were found in language skills – except for some individual progress. The qualitative results showed differences in the evaluation of the program: parents reported predominantly positive effects, while professionals emphasized organizational challenges. Discussion: The findings point to the potentials and limitations of intensive, ESU-based support programs and highlight the need for structural prerequisites for sustainable implementation in early educational practice. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 22350977 |
| DOI: | 10.1024/2235-0977/a000522 |
