Extended funding concept of self-regulated learning of preschoolers by a combination of explicit and implicit support measures.

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Based on the results of the previous study (PE1176-13) the present study aims at the promoting of self-regulated learning of preschool children through a combination of an explicit intervention as well as an implicit approach to support in sense of focused language learning. In the previous study it was shown, that an explicit promotion of self-regulated learning of preschoolers was most effective by a combination of a direct (preschooler) and an indirect intervention (preschool teachers). In addition to this explicit promotion in this study an implicit approach to foster self-regulated learning is realized by the promotion of language learning. Based on findings in the developmental psychology the ability of self-regulation depends on verbal prerequisites and the skill to transfer verbal expression into inner thinking processes. Based on a comparing evaluation of the further developed measures it is to proof, whether coupling of the measures is more effective than a pure training of self-regulated learning.