DiaS-K – Diagnostics of self-regulation in preschool
Self-regulation is the ability to adapt one's own actions to situational requirements and rules and enables children, for example, to follow specific instructions or to work independently. Self-regulation is therefore important for school readiness. However, there are hardly any instruments (such as tests or questionnaires) in German with which self-regulation can be measured in preschool age.
In the DiaS-K project, preschool teachers in kindergartens and doctors that are responsible for the school entrance examination are to be interviewed in order to find out which instruments are already being used and what new ones would have to look like to diagnose self-regulation. To do so, we first conduct an online survey with a questionnaire and then in-depth qualitative interviews.
Project Head
Project Team
Selected Publications
Peters, S., Höltge, L., Buchholz, J., Hartmann, U., Ehm, J.-H. & Hasselhorn, M. (2021). Wie sind die Kenntnisse pädagogischer Fachkräfte zu Diagnostik und Förderung einzuschätzen? Frühe Bildung, 10, 39–48.
Reitenbach, V., Schastak, M. & Rauch, D. (2018). Sprachstandsdiagnostik. In D. B. Maehler, A. Shajek & H. U. Brinkmann (Hrsg.), Handbuch Diagnostische Verfahren für Migrantinnen und Migranten (S. 95–141). Göttingen: Hogrefe Verlag.
Von Suchodoletz, A., Gawrilow, C., Gunzenhauser, C., Merkt, J., Hasselhorn, M., Wanless, S. B., & McClelland, M. M. (2014). Erfassung der Selbstregulation vor dem Schuleintritt. Psychologie in Erziehung und Unterricht, 61, 165–174.
Duration
07/2021–12/2022
