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Literacy, Inclusion, Communication (LINK)

Table of contents

Project description

Blank data sets

Documentation

Notes on the use of the data

Literature

> Link to application form (Scientific Use Files)

Project description

The LINK project aimed to develop and evaluate a further training program to qualify pedagogical professionals for inclusive education. Pedagogical professionals are supposed to be qualified to create the interaction with the children in a way that on the one hand the basic principle of an inclusive practice, individualization, can be realized and on the other hand the participation of all children is supported. Accordingly, the focus was on the design of the interaction and on the implementation of concrete individualization and participation offers.

Literacy offers were chosen as the context. Literacy activities lend to inclusive settings because many concrete examples can be given for the design of group situations as well as for possible individual adaptations, which can also be transferred to other situations in the kindergarten's daily routine.

In the evaluation, 15 intervention groups were compared with 6 control groups in terms of inclusive practice and literacy opportunities. Literacy and prosocial skills were assessed among the children.

The results provide evidence of the effectiveness of the intervention in relation to the literacy offerings in the groups and show significant changes in the children's skills. In addition, the study provided documentation of the indicators in which inclusive practice changed in the intervention groups (e.g., adaptations of materials and group activities, adult support in free play, support in communication) and in which areas it did not (e.g., conflict resolution, affiliation). (IQB)

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Blank data sets

For a first overview of the data set and its variables, dummy data sets containing the variables used and the value labels relating to them are provided for download here.

• LINK educational staff blank data set (SPSS)
• LINK Kindergarten groups blank data set (SPSS)
• LINK Kindergarten children blank data set (SPSS)

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Documentation

Here you can find further documentation:

• Questionnaire educational staff
• Questionnaire Kindergarden group
• Observation Bridge and Biko
• Observation Literacy

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Notes on the use of the data

Linking the data sets

The data sets can be linked via their respective ID variables.
The ID variables follow the logic below:
1Aa=group;
1Aa-001=child from group 1Aa;
1AaF-001=professional from group 1Aa.

Group record

The abbreviations in the variable label of variables T1icp1_5_2 to T1icp12_5_3 mean the following:
B) = observation; I) = interview; DE) = document inspection;
Explanation: in some cases it was possible/necessary to additionally support the observations with the ICP by asking some questions to the professionals or by inspecting documents (such as plans, etc.).

In variables T1kes2_1_1 to T1kes6_7_4, the numbers in the variable name correspond to the respective items of the KES-E scale.

Technical Report

The variables that were collected again at the second measurement time point are not listed separately in the technical report. The respective variables that were collected at T2 have the same meaning as the corresponding variables at T1.

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Literature

Selected literature is listed here (as of May 2023).

2023

Kröger, S., Sachse, S. K., & Boenisch, J. (2023). Literacy, Inklusion, Kommunikation (LINK) (Version 1) [Datensatz]. Berlin: IQB - Institut zur Qualitätsentwicklung im Bildungswesen. https://doi.org/10.5159/IQB_LINK_v1

2021

Bernasconi, T., Sachse, S. K. & Kröger, S. (2021). Einschätzung inklusiver Praxis in Kindertagesstätten mit den Inclusive Classroom Profile. Frühförderung Interdisziplinär, 40(3), 134–142. Verfügbar unter https://www.reinhardt-verlag.de/fi20210303_bernasconi_originalarbeit_einschaetzung_inklusiver_praxis_in_kindertagesstaetten/

Kröger, S., Sachse, S. K., Willke, M. & Beonisch, J. (2021). Literacy, Inklusion & Kommunikation. Entwicklung und Evaluation einer Weiterbildung frühpädagogischer Fachkräfte zur Förderung von Literacyfähigkeiten bei Kindern mit schwerer Behinderung und Kindern ohne Behinderung in inklusiven Settings. - LINK. Technical Report. Köln.

Sachse, S. K. & Kröger, S. (2021). Literacy-Angebote in den inklusiven Kita-Alltag implementieren. Quintessenzen aus dem LINK-Projekt. In B. Dawal, L. Simon, K. Ziemen, G. Opp & A. Groß-Kunkel (Hrsg.), Transitionen. Übergänge in der Frühförderung gestalten (1. Auflage, S. 256–264). Idstein: Schulz-Kirchner Verlag. Verfügbar unter https://www.socialnet.de/rezensionen/28667.php

Sachse, S. K., Kröger, S., Willke, M. & Boenisch, J. (2021). Literacy, Inklusion, & Kommunikation. Entwicklung und Evaluation einer Weiterbildung frühpädagogischer Fachkräfte zur Förderung von Literacyfähigkeiten bei Kindern mit schwerer Behinderung und Kindern ohne Behinderung in inklusiven Settings - LINK-Abschlussbericht. Köln.

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