Janina Dott
Janina Dott
Departmental Erasmus+ Coordinator
Curriculum vitae
Professional Appointments
since 09.2021
Research associate at the Department of Special Needs Education & Rehabilitation
University of Oldenburg
10.2020 – 08.2021
Coordinator of the Mobile support services
Lebenshilfe Hannover
01.2019 – 04.2020
Student associate at the Institute of Psychology
Leibniz University Hannover
08.2014 – 09.2015
Voluntary year
GPS Wilhelmshaven
Education
10.2018 – 12.2020
M.A. Special Needs Education & Rehabilitation Sciences
Leibniz University Hannover
Master Thesis on "Orientations of Pedagogical Professionals Regarding the (Language Support) Work with Children with German as a Second Language and a Migrant/ Refugee Background in Early Childhood Education: an empirical study based on Interviews"
10.2015 – 07.2018
B.A. Rehabilitation Education
TU Dortmund University
Bachelor Thesis on "Selective Mutism in Mono- and Multilingual Children and Teenagers“
Scholarships
11.2019
Deutschlandstipendium for high-achieving and committed students
Affiliations
Verband Sonderpädagogik e.V.
Gesellschaft für interdisziplinäre Spracherwerbsforschung und kindliche Sprachstörungen im deutschsprachigen Raum e.V. (GISKID)
Research Interests
- Language development and support of mono- and multilingual children
- Language abilities of children with developmental disabilities
- Inclusion and participation in early childhood education and care (ECEC)
Lectures
Publications
Papers
* - peer-reviewed
*Dott, J., Beckerle, C. & Minnerup, N. (2022). Perspektive pädagogischer Fachkräfte auf Sprachförderung in Kitas - Schwerpunkt: Arbeit mit Kindern mit Migrations-/ Fluchthintergrund am Anfang des Zweitspracherwerbs [Perspective of ECEC professionals on language support - focus on children with a migrant/ refugee background and German as a second language]. Forschung Sprache, 2(2022), 35-49. Find the paper here
Dott, J. & Licandro, U. (2022). Sprachförderung von mehrsprachigen Kindern mit Beeinträchtigungen im Vorschulalter. In E. Wilken (Hrsg.), Zwei- und Mehrsprachigkeit bei Kindern mit kognitiven Beeinträchtigungen (S. 50-62). Stuttgart: Kohlhammer.
Conference contributions
Dott, J. & Licandro, U. (2023, August). Participation in Inclusive Early Childhood Education and Care (ECEC) – Assessment of a complex construct. Poster Presentation, European Conference on Educational Research (ECER), University of Glasgow.
Dott, J. (2022, November). Partizipation und sprachliche Kompetenzen von Kindern mit Behinderung in inklusiven Kindertageseinrichtungen. Poster Presentation, Interdisziplinäre Nachwuchsschool „Sprachentwicklung und ihre Störungen“ & ISES 12, Philipps-Universität Marburg.
Dott, J. (2022, June). Sprachliche Diversität in der frühkindlichen Bildung: Kompetenzen und Teilhabe von Kindern mit Entwicklungsbeeinträchtigungen. Poster Presentation, Tagung für Wissenschaftlerinnen und Wissenschaftler in Qualifikationsphasen of the Mercator Institute for Literacy and Language Education, University of Cologne.
Dott, J. (2021, Juni). Handlungsleitende Orientierungen von pädagogischen Fachkräften bezüglich der (Sprachförder-)Arbeit mit Kindern mit Deutsch als Zweitsprache und Migrations-/ Fluchthintergrund. Invited guest lecture in the seminar "German as a second language", LMU München.
Dott, J. (2020, September). Handlungsleitende Orientierungen von pädagogischen Fachkräften bezüglich der (Sprachförder-)Arbeit mit Kindern mit DaZ und Migrations-/ Fluchthintergrund in der Kita. Presentation, 17. Jahrestagung der Nachwuchswissenschaftler*innen der Kommission Pädagogik der frühen Kindheit (PdfK) der DGfE, Leibniz University Hannover.
Dissertation Project
Working title: Participation of children with disabilities in inclusive early childhood education and care
More and more children attend inclusive instead of seperating early childhood education and care (ECEC) institutions in Germany (Autorengruppe Bildungsberichterstattung, 2020). Participation as well as playing and learning together of children with and without disabilities can be considered as a goal of inclusion. Also, advantages for the development of children with disabilities, such as in language and social-emotional development, are postulated e. g., because of a higher number of social interactions (Blackmore et al., 2016; Piskur et al., 2014). At the same time, language abilities represent a crucial prerequisite for initiating and maintaining interactions (Harper & McCluskey, 2002). Previous research results show that often children with developmental language disorder or other disabilities participate less, form smaller play networks and have greater difficulties to access peer interactions than their peers without disabilities (Chen et al., 2019, 2020; Kuutti et al., 2021; Lütolf & Schaub, 2019). Therefore, it is important to investigate which personal and environmental factors influence their participation in daily activities in ECEC institutions. The PhD project aims to first, summarize and analyze the current state of research in a systematic review. Subsequently, the participation and interaction behavior of children with disabilities in inclusive ECEC institutions will be further investigated in an empirical study.