Scientific Study Accompanying the Project "Schulreifes Kind" (the Mature School Child)
Development of a concept for promoting an integrative approach for children in pre-school and primary school for the Ministry for Culture, Youth and Sports of the federal state of Baden-Wuerttemberg, which is currrently being implemented in more than 200 locations in Baden-Wuerttemberg.
The project “The mature school child“ aims to recognise delays in the development of pre-school children at an early stage, and compensating for them by means of targeted measures so that all children can begin school on the basis of the same conditions, thus deferrals of enrolment can be avoided. The Ministry for Culture, Youth and Sports of the federal state of Baden-Wuerttemberg has developed a concept for promoting children that integrates pre-school and primary school stages, which is now implemented in 200 model-type locations in Baden-Wuerttemberg. From 24 to 15 months prior to school enrolment, the pre-school care professionals determine whether a child is in need of support or not. For this purpose, they can also refer to findings from the pre-school examination that is carried out by the Ministry of Social Affairs of the state of Baden-Wuerttemberg in currently 12 model districts. If a child is in need of support, it is reported to a „round table“, situated with the local authority. Here, the pre-school and primary school authorities, the health centre and early learning specialists join the pertinent parents in deciding what measures are appropriate for promoting the child in question. These measures include, for instance, language promotion, training motor skills, and practicing mental concentration. Depending on the respective model, this kind of promotion varies as regards its duration, scope, location and the pedagogical professional who carries out the promotive measure.
The scientific study accompanying this model project intends to find answers to the following questions:
- Does the early school enrolment examination help to identify all the children who are in need of support, and thus at risk with regard to their school achievement? What skills need to be assessed?
- How is a particular need for special measures diagnosed, and how is it assigned to a particular measure by the “round table”?
- Are the measures themselves effective, and do they remedy the children’s developmental deficiencies? How do the children who have received support, and those who have not, develop throughout the course of the first school year?
The project is conducted in collaboration with the universities of Würzburg (W. Schneider) and Heidelberg (H. Schöler).
Hasselhorn, M., Schöler, H., Schneider, W., Ehm, J.H., Johnson, M., Keppler, I., Krebs, K., Niklas, F., Randhawa, E., Schmiedeler, S., Segerer, R. & Wagner, H. (2012). Gezielte Zusatzförderung im Modellprojekt "Schulreifes Kind": Auswirkungen auf Schulbereitschaft und schulischen Lernerfolg. Frühe Bildung, 1 (1), 3-10.
Ehm, J.H., Duzy, D. & Hasselhorn, M. (2011). Das akademische Selbstkonzept bei Schulanfängern: Spielen Geschlecht und Migrationshintergrund eine Rolle? Frühe Bildung, 2011 (0), 37-45.
Wagner, H., Ehm, J.H. & Hasselhorn, M. (2010). Schulreifes Kind: Individuelle Voraussetzungen für den Schulstart optimieren. Lehren und Lernen, 36 (3), 8-10.
One of the priorities of the academic work carried out at DIPF concerns the issue of family/social influence on learning and the success of special measures as well as the predictive value of a pre-school ability to delayed rewards as a basis for volitional competence and self-discipline – for school achievement at a later stage.
Website: IDeA Center
|Project type:||Doctoral / postdoctoral projects|
2007 - 2013
|Department:||Education and Human Development|