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Schwerpunktbeitrag

Metaanalyse zur Wirksamkeit von Bildungs- und Förderaktivitäten mit digitalen Medien in Kindertageseinrichtungen

Welche Bedeutung kommt dem Ansatz des Medieneinsatzes, der Rolle der Fachkraft und der Unterstützung der Fachkraft bei der Implementierung zu?

Published Online:April 06, 2022https://doi.org/10.1026/2191-9186/a000562

Abstract

Zusammenfassung. Digitale Medien sind im Kindesalter allgegenwärtig und so ist auch ihr Einsatz in der frühkindlichen Bildung mittlerweile in Bildungs- und Orientierungsplänen für Praxis und Ausbildung verankert. Die Metaanalyse untersucht die Wirksamkeit von Bildungs- und Förderaktivitäten mit digitalen Medien in Kindertageseinrichtungen auf kindliche Lernprozesse. Dabei nimmt sie insbesondere den Ansatz des Medieneinsatzes (isolierte, eigenständige App-Nutzung vs. curricular eingebettete App-Nutzung), die Rolle der Fachkraft bei der Mediennutzung (nur organisatorisch vs. supervisorisch vs. aktiv begleitend) und die professionelle Unterstützung der Fachkräfte bei der Implementierung als potentielle Moderatoren in den Blick. Durch eine systematische Literatursuche wurden 21 Studien mit 24 verschiedenen Maßnahmen gefunden. In die Berechnung gingen Entwicklungsdaten von 3911 4- bis 6-Jährigen ein. Es fand sich ein klein- bis mittelgroßer positiver Gesamteffekt von g = 0.45 auf kindliches Lernen. Als ähnlich wirksam erwiesen sich (1) die isolierte eigenständige Nutzung von digitalen Lernmedien (z.B. Apps), die kognitions- und lernpsychologische Kriterien erfüllen, durch Kinder in der Kita (g = 0.44) sowie (2) die curricular eingebettete Nutzung digitaler Lernmedien zum gemeinsamen Lernen in der Kita (g = 0.44). Entscheidende Moderatoren waren die Rolle der Fachkräfte sowie ihre Unterstützung beim digitalen Medieneinsatz. Für die Praxis bedeuten diese Befunde, dass zwischen zwei unterschiedlichen Ansätzen des Medieneinsatzes gewählt werden kann. Die Wahl eines Ansatzes sollte sich nach der Rolle der Fachkraft, der Unterstützung der Fachkraft bei der Implementierung und dem Ziel des Medieneinsatzes richten. Die Befunde beziehen sich überwiegend auf nach lernpsychologischen Erkenntnissen entwickelten Apps (forscherbasierte Apps/Bildungsprogramme), nicht hingegen auf kommerziell erwerbbare Apps.


Meta-Analysis of the Effectiveness of ICT-Based Learning Activities in Early Childhood Education and Care. Impact of Classroom Implementation, Teacher Role, and Teacher Professional Development

Abstract. With digital media now ubiquitous in the daily life of young children, digital competence has become part of the curricula of both early childhood education and care (ECEC) and teacher training. This meta-analysis investigates the effectiveness of digital learning activities in preschool and kindergarten, using class implementation, role of the teacher, and teacher professional development as potential effect modifiers. In a systematic search, we found 21 studies with 24 different interventions and included overall data from 3,911 children. The research synthesis revealed a small-to-medium effect (g = 0.45) of learning activities with digital media in ECEC. Child development was effectively fostered in two ways: (1) isolated use of well-developed educational information and communication technology (ICT)-based activities (e.g., apps) for independent and self-paced learning and (2) interactive ICT-enriched activities integrated into the daily curriculum and implemented by well-qualified teachers. The impact was moderated by the teacher's role and by whether or not teachers had undergone individual training to support implementation. These findings offer practitioners the choice between two effective implementation methods for ICT in their classrooms. Teacher role, support for teacher implementation, and the learning goals need to be considered when selecting a method. The current state of the art is based mainly on apps that rely on cognitive psychology insights (researcher-developed/educational applications) rather than commercially available apps.

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