Regelspiele in der Kita. Möglichkeit zur Gestaltung adaptiver kognitiv aktivierender Fachkraft-Kind-Interaktionen?

Autor/inn/en	Johannsen, Theresa; Freimann, Theresa; Wadepohl, Heike
Titel	Regelspiele in der Kita. Möglichkeit zur Gestaltung adaptiver kognitiv aktivierender Fachkraft-Kind-Interaktionen? Gefälligkeitsübersetzung: Rule-Based Games in Early Childhood Education and Care. Creating Adaptive Cognitive-Activating Professional-Child Interactions?
Quelle	In: Frühe Bildung, (2026) online first, February 27, 2026, 7 S.Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	deutsch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2191-9194
DOI	10.1026/2191-9186/a000758
Schlagwörter	Kognitive Aktivierung; Kind; Interaktion; Regelspiel; Fachkraft
Abstract	(Rule-based) games are of great importance for children?s development, as they promote both domain-specific and cross-domain (cognitive) skills (Leuchter, 2013; O?Neill & Homles, 2022). Although there is an increasing demand for the explicit promotion of cross-domain cognitive skills in early childhood education and care institutions, the potential of rulebased games has received little attention in this context to date. The existing studies also focus primarily on the action skills of the professionals, whereas the adaptivity of the interactions in the triad of professional, child(ren), and learning object (Neuß, 2014) ? which is increasingly regarded as a central quality criterion for learning supportive interactions (Hardy, Decristan & Klieme, 2019) ? has hardly been investigated so far. This is where the presented paper paper comes in, which focuses on differences in the adaptivity of dyadic professional?child interactions in different rule-based games from a cognitive perspective. The study shows that the adaptivity of the interaction is higher for games that inherently involve a problem than for games of chance. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3