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Digitales Niemandsland? Eine Bestandsaufnahme der digitalen Bildung an deutschen Kindertageseinrichtungen

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Zusammenfassung

Digitale Medien sind in Kindertageseinrichtungen je nach Einrichtung, Träger und Bundesland sehr heterogen verbreitet. Dies liegt zum einen an dem unterschiedlichen Stellenwert, der der digitalen Bildung in den Bildungs- und Orientierungsplänen der Länder eingeräumt wird und zum anderen an einer nicht eindeutigen Forschungslage dahingehend, inwiefern digitale Mediennutzung in der frühen Kindheit zielführend oder überhaupt unbedenklich ist. Anhand einer systematischen Literaturrecherche wurden empirische Forschungsergebnisse zum Lernen mit digitalen Medien in Kindertageseinrichtungen zusammengetragen und mit der Verankerung digitaler Bildung in den Bildungsplänen der Länder abgeglichen. Hierbei legen die meisten Bildungspläne einen Schwerpunkt auf die Förderung der kindlichen Medienkompetenz, während die empirische Forschung überwiegend Ergebnisse zu den in der Mehrzahl positiven Auswirkungen digitaler Medien auf die (Schrift-)Sprachkompetenzen von Kindern in den ersten sieben Lebensjahren bereithält. Die Studie identifiziert Forschungslücken und bietet Implikationen für die Praxis, etwa in Hinblick auf die Anwendung digitaler Medien zur Förderung schulischer Vorläuferfähigkeiten.

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Notes

  1. 1.

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  1. Department Psychologie, Ludwig-Maximilians-Universität München, München, Deutschland

    Astrid Wirth, Anne Lohr, Michael Sailer & Frank Niklas

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Wirth, A., Lohr, A., Sailer, M., Niklas, F. (2023). Digitales Niemandsland? Eine Bestandsaufnahme der digitalen Bildung an deutschen Kindertageseinrichtungen. In: Scheiter, K., Gogolin, I. (eds) Bildung für eine digitale Zukunft. Edition ZfE, vol 15. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-37895-0_2

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