PELIKAN – Perspectives of Early Childhood Educators on the Implementation of Compensatory Education in Kindergarten
The project PELIKAN focused on factors that influence effective implementation of compensatory education for enhancing school readiness in kindergarten
Different factors play an important role in the implementation of evidence-based practice. Research in the domain of medicine has identified different individual and institutional factors, as well as characteristics of an innovation itself that influence the quality of implementation. This implementation quality is characterized by the acceptance of an innovation by practitioners, by the way it is implemented and to what extent, and by the sustainability of the implementation. Regarding elementary education, however, there was widely a lack of systematic research on these factors.
Thus, the aim of the project PELIKAN was to study these factors and their effect on the quality of implementation regarding compensatory education in kindergarten. The study was situated in the state of Baden-Württemberg, where a model project called “Schulreifes Kind” has been established. “Schulreifes Kind” aimed at an early identification of children with developmental risks and at initializing corresponding interventions. Most importantly, it aimed to improve school readiness and to initiate a closer cooperation between kindergarten and primary schools. To answer our research questions, we used questionnaires and interviews in a repeated measure design.
Höltge, L., Ehm, J.-H., Hartmann, U., & Hasselhorn, M. (2017). Teachers’ self-efficacy beliefs regarding assessment and promotion of school-relevant skills of preschool children. Early Child Development and Care, 1–13. doi:10.1080/03004430.2017.1323888
Höltge, L., Hartmann, U., Ehm, J.-H., & Hasselhorn, M. (2016). Kinder vor Schuleintritt bedürfnisgerecht unterstützen. KiTa aktuell NRW, 24, 93–94.
6/2014 – 3/2018
|Research topic:||Implementation Studies|
|Department:||Education and Human Development|