Psychologie in Erziehung und Unterricht

Zeitschrift für Forschung und Praxis

Herausgeber: Köller, Olaf / Lewalter, Doris / Saalbach, Henrik / Walper, Sabine

2016.

€ [D] 55,00 / € [A] 55,00

DOI: 10.2378/peu2016.art28d
Gisela Kammermeyer, Susanna Roux, Andrea Stuck:
Qualität in der vorschulischen Sprachförderung
Classroom Quality in German Preschools

2016, 1-15

Summary: In the present study we examine the classroom quality in 61 language-support groups in German kindergartens by using the Classroom Assessment Scoring System (CLASS; Pianta, La Paro & Hamre, 2008) to assess the quality of the interaction between language-support teachers and children in the domains “emotional support”, “classroom organization”, and “instructional support”. The results show that the emotional support is high, and the assisting-situations are well organized, but the instructional support provided by the pedagogues in the language-support groups are low. The overall quality in the kindergarten is comparably moderate and it’s independent of the quality in the language-support groups.

Keywords: Language support, quality, preschool

Deutsch Abstract (dt.) | PDF Volltext



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