Abstract
The LeiK-adaptiv project focuses on adaptive learning support provided by kindergarten teachers in inclusive daycare centers. It will be examined and further developed in teacher-child interactions in everyday daycare settings in three areas of education: language, cognition and science. In order to provide adaptive support for children's learning processes, there needs to be a close interplay between diagnostics and promotion of skills. Individual children's learning prerequisites, interests, and needs must be identified and taken into account in the interactions. This places high demands on the teachers’ skills. Studies show that these skills vary greatly and that linguistically and cognitively stimulating interactions rarely occur in everyday daycare life. Since such high-quality interactions are particularly relevant for (school) development and counteract educational disadvantage among children at risk, they will be examined in LeiK-adaptiv. The aim is, on the one hand, to conceptualize and analyze adaptivity in learning-supportive teacher-child interactions in everyday daycare life and, on the other hand, to further develop tachers’ professional skills with regard to everyday adaptive (linguistically, cognitively, and scientifically stimulating) learning support. The project was funded by the Federal Ministry of Education and Research (funding code: 01MV2127, project duration: 01/2022-02/2025).