Gender-typicality of activity offerings and child-teacher relationship closeness in German "Kindergarten". Influences on the development of spelling competence as an indicator of early basic literacy in boys and girls.

Autor/inn/en	Wolter, Ilka; Glüer, Michael; Hannover, Bettina
Titel	Gender-typicality of activity offerings and child-teacher relationship closeness in German "Kindergarten". Influences on the development of spelling competence as an indicator of early basic literacy in boys and girls. Gefälligkeitsübersetzung: Geschlechtstypizität von Aktivitätsangeboten und die Nähe zwischen Kind und Erzieher im Kindergarten. Einflüsse auf die Entwicklung der Rechtschreibkompetenz als Hinweis auf frühe Basis-Lesefähigkeit bei Jungen und Mädchen.
Quelle	In: Learning and individual differences, (2014) 31, S. 59-65Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2013.12.008
Schlagwörter	Kompetenz; Geschlechtsspezifischer Unterschied; Kind; Spielverhalten; Lehrer-Schüler-Interaktion; Lernen; Buchstabieren; Lesekompetenz; Schreibkompetenz; Kindergartenkind
Abstract	Assessed the effects of gender-typicality of activities offered in kindergartens as well the closeness of the teacher-child relationship on the development of basic literacy as measured in spelling competence one year later. 135 female kindergarten teachers (aged 23-58 years) and 135 children (aged 65-78 months) participated during the last two months of kindergarten (t1) and 107 participated approximately 13 months later at the end of 1st grade (t2). At t1, teachers completed the Student-Teacher Relationship Scale (STRS) and a measure assessing the frequency of offered gender-typical activities, and as a measure of phonological information processing skills, children competed the Bielefelder Screening zur Früherkennung von Lese-Rechtschreibschwäche (BISC). At t2, children's spelling ability was determined with the Weingartener Grundwortschatz-Rechtschreibtest (WRT 1+). Findings showed that in general, teachers reported closer relationships to girls than boys, and offered significantly more activities considered to be feminine gender-typed than masculine, regardless of child gender. When activities considered by gender stereotypes to be gender-appropriate were offered, a closer child-teacher relationship appeared to promote early language literacy. In conclusion, basic language literacy as measured in spelling competence at the end of first grade appeared to be higher in children who experienced a close child-teacher relationship and were offered relatively more gender-appropriate learning activities in kindergarten. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3