Session Information
09 SES 05 C, Interactive Poster Session
Interactive Poster Session
Contribution
In times of social changes, social and emotional skills gain importance for childrens development. Apart from their influence on academic accomplishments such skills (e.g. interpersonal skills, stress regulation) are considered to be resources for development as well as factors for resilience, which support the mental and social adaptability. The time in kindergarten and the early years in school are important for the formation of social and emotional skills. During this phase the transition from kindergarten to school is to be managed (Malti/Perren 2008).
The project “Bildungshaus 3-10” in Baden-Württemberg (Germany), which is supported by the Ministry of Education, intends to facilitate the transition for children by dovetailing the pedagogical work of kindergarten and primary school. Teachers of kindergarten and school jointly prepare educational settings, in which 3 to 10 old children spend time learning and playing together.
The presented study is part of the research project (funded by the Federal Ministry of Education and Research), in which the ZNL evaluates the “Bildungshaus 3-10”.The study pursues the development of a subset (191 children) on their way from the last year in kindergarten until the end of second class. In the context of the study, the social-emotional development is examined by asking parents, kindergarten and primary school teachers and the children themselves. The main questions of the study are:
- How do social and emotional skills develop between the last year in kindergarten an second class?
- How does the development of children in the experimental group compare to children in the control group?
- Do central planks of the "Bildungshaus" influence the social-emotional development?
- Does the early contact with school influence the transition?
- Who do children value their social and emotional experiences in first and second class?
- Do children of the experimental group and the control group differ in their evaluation?
Method
Expected Outcomes
References
Malti, T./Perren, S. (Hrsg.)(2008). Soziale Kompetenz bei Kindern und Jugendlichen. Entwicklungsprozesse und Förderungsmöglichkeiten. Stuttgart: Kohlhammer. Sambanis, M. (2009): Wissenschaftliche Begleitung des Modells „Bildungshaus 3-10“. Verzahnung von Kindergarten und Schule. In: Diskurs Kindheits- und Jugendforschung 1, p. 131-135. Rehm, A./Sturmhöfel, N. (2009): Fragebogen zur sozial-emotionalen Entwicklung (FSEE) Mayr. T./Ulich, M. (2007): Positive Entwicklung und Resilienz im Kindergartenalltag (PERIK) Rauer, W./Schuck,K.D. (2004): Fragebogen zur Erfassung emotionaler und sozialer Schulerfahrungen von Grundschulkindern erster und zweiter Klasse (FEESS 1-2) Sturmhöfel, N. (2010): Fragebogen zur Übergangsbewältigung (FzÜ)
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