Early childhood professionals’ perceptions of children’s school readiness characteristics in six countries

Niklas, Frank; Cohrssen, Caroline; Vidmar, Maša; Segerer, Robin; Schmiedeler, Sandra; Galpin, Rolf; Klemm, Vera Valeska; Kandler, Simone; Tayler, Collette

doi:10.1016/j.ijer.2018.06.001

Cited by 20 publications

(19 citation statements)

References 34 publications

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“…In Germany, most children are enrolled in kindergarten from 2 to 3 years of age until the beginning of formal schooling at the age of 6. Kindergarten refers to a nursery school or preschool setting, with a focus on playing and practical activities (see further Niklas et al, 2018). N = 21 kindergartens agreed to participate and handed out information and consent forms for all parents with children in the age group between 26 and 45 months.…”

Section: Methodsmentioning

confidence: 99%

The Home Literacy Environment as a Mediator Between Parental Attitudes Toward Shared Reading and Children’s Linguistic Competencies

et al. 2020

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Section: Methodsmentioning

confidence: 99%

The Home Literacy Environment as a Mediator Between Parental Attitudes Toward Shared Reading and Children’s Linguistic Competencies

et al. 2020

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“…Early mastery of math skills (particularly knowledge and numerical ordinality) was the strongest predictor of numeracy and literacy skills in school. Niklas (2018) findings show that children who demonstrate early academic competence and sustained attention are equipped to benefit more quickly from learning opportunities once they start school. The use of the mother tongue as the language of instruction has made a big contribution to improving vocabulary, including learning a second language (Limlingan et al, 2019).…”

Section: Introductionmentioning

confidence: 91%

“…The dimension of early academic readiness is more focused on the ability to recognize letters and early counting (Blair & Raver, 2015;Niklas, et al, 2018;Quirk et al, 2017;Setiawati et al, 2017). Meanwhile, Han and Neuharth-Pritchett (2017) argue that preschool children's letter recognition is a strong predictor of their literacy success in the future.…”

Section: Introductionmentioning

confidence: 99%

“…The use of the mother tongue as the language of instruction has made a big contribution to improving vocabulary, including learning a second language (Limlingan et al, 2019). The language dimension in many findings becomes one dimension with literacy (Han & Neuharth-Pritchett, 2017;Harris, et al, 2018;Holmes, 2019;Nguyen et al, 2019;Niklas, et al, 2018;). The language dimension consists of aspects of language in conversation, concepts about writing, phonology, and knowledge of letters and words (Nguyen et al, 2019;Setiawati et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

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School readiness assessment: Study of early childhood educator experience

Putranta¹

2021

ilkonline

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The physical and psychological readiness of children will affect the transition phase of children entering more formal education. Increasing children's' school readiness is one the most important aims of quality early childhood education. This research aims to explore the experiences of early childhood educators in assessing the level of readiness of children entering primary education. This research is qualitative research using a phenomenological approach. Data was collected through focus group discussions (FGDs) involving 20 early childhood educators who covered kindergarten, RA, and PAUD in Cilacap, Central Java, Indonesia. The data analysis technique was carried out by applying the Miles and Huberman model. The results showed the concept of school readiness has been widely recognized by early childhood educators and colored the process of early childhood learning. Educators' perceptions of the dimensions of school readiness are based on the achievements of children's development, which include moral and religious values, physical-motor, cognitive, language, social-emotional, and art. The assessment of the child's developmental achievements is carried out formative with most using performance assessments. The plural assessment rubric is used as an observation instrument for the child's performance.

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“…N = 114 participating families were recruited through the kindergartens attended by their child. In Germany, most children are enrolled in kindergartens from 2 to 3 years of age until the beginning of formal schooling at the age of 6 and almost all children attend kindergartens five days a week for several hours a day in the last two years before school entry [26]. We aimed to recruit a representative sample and thus lay a focus on families with a migration background and/or low SES.…”

Section: Samplementioning

confidence: 99%

App-based learning for kindergarten children at home (Learning4Kids): study protocol for cohort 1 and the kindergarten assessments

2020

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Background Children’s literacy and mathematical competencies are a critical platform for their successful functioning as individuals in society. However, many children, in particular those with low socio-economic status (SES) backgrounds who may not receive the home support needed to develop to their full potential, are at risk of not reaching sufficient competence levels. The overall aim of this project is to develop innovative computer tablet applications (‘apps’) and test whether the apps support parents in the provision of high-quality home learning environments (HLEs) and impact positively on the short- and long-term development of children’s competencies. Altogether, “App-based learning for kindergarten children at home” (Learning4Kids) is a 5-year longitudinal study funded by the EU and designed to assess the potential impact of a tablet-based family intervention on children’s learning, development, social inclusion and well-being. Methods/design This study uses a multi-method intervention approach and draws on expertise from psychology, education, informatics, and didactics to evaluate the effectiveness of learning apps and the intervention approach. It also exploits new technological possibilities afforded by tablet computers that are very common nowadays in families. Learning4Kids sets out to measure the quality of the HLE, children’s early mathematical, literacy, and cognitive competencies and their behaviour. Here, data will be gathered via standardized tests, observations, and parental and educator surveys and checklists. Data collection also includes the assessment of app usage times via mobile sensing. In cohort 1, 190 families are assigned to one of four groups. One business-as-usual group will only participate in the child assessments, whereas the three remaining groups are provided with tablets for about 10 months. Two intervention groups will receive mathematical or literacy learning apps as well as parental information about these topics and the tablet-control-group will receive similar apps and information that focus on general child development, but not on mathematics or literacy. Discussion Whilst offering substantive advances for the scientific fields of psychology and education, the Learning4Kids study also has broad societal implications. Improving young children’s learning trajectories is both a social and economic imperative as it equips them to achieve greater individual success and to contribute to societal prosperity.

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Early childhood professionals’ perceptions of children’s school readiness characteristics in six countries

Cited by 20 publications

References 34 publications

The Home Literacy Environment as a Mediator Between Parental Attitudes Toward Shared Reading and Children’s Linguistic Competencies

The Home Literacy Environment as a Mediator Between Parental Attitudes Toward Shared Reading and Children’s Linguistic Competencies

School readiness assessment: Study of early childhood educator experience

App-based learning for kindergarten children at home (Learning4Kids): study protocol for cohort 1 and the kindergarten assessments

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