Reading competences are a key prerequisite for educational success, lifelong learning, and social participation. However, even before children start school, significant differences in key precursor skills for reading are already apparent. Against the backdrop of the (including linguistic and social) diversity of children in early childhood education and the increasing digitization of learning processes, DiverSE develops digitally supported and diversity-sensitive language promotion modules for use in early childhood education settings.

Using an experimental design, the project examines the effectiveness of the modules, professional development measures for educators regarding the use of promotion modules and diversity-sensitive language support, as well as the involvement of the family environment. Throughout the project, the potential and limitations of integrating analog and digital promotion approaches are evaluated.