Zusammenfassung
Unterricht entspricht einem komplexen Zusammenspiel zwischen dem Angebot der Lehrpersonen und dessen „Lernnutzung“ durch die Kinder (Helmke, 2006). Dabei haben sowohl die Qualität des unterrichtlichen Angebots, die in enger Beziehung zu den professionellen Kompetenzen der Lehrperson steht, als auch die psychischen, physischen und soziodemographischen Eingangsvoraussetzungen der Kinder einen großen Einfluss auf die Effektivität der Angebotsnutzung. Das gilt in besonderer Weise für den Unterricht von jungen Kindern, die massiven Veränderungen etwa im kognitiven, sozialen und emotionalen Bereich unterliegen.
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Saalbach, H., Grabner, R., Stern, E. (2013). Lernen als kritischer Mechanismus geistiger Entwicklung: Kognitionspsychologische und neurowissenschaftliche Grundlagen frühkindlicher Bildung. In: Stamm, M., Edelmann, D. (eds) Handbuch frühkindliche Bildungsforschung. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-531-19066-2_7
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