We investigated the predictive value of a new kindergarten assessment of handwriting readiness on handwriting performance in first grade as evaluated by the Systematic Screening for Handwriting Difficulties (Dutch abbreviation: SOS). The kindergarten assessment consisted of the Writing Readiness Inventory Tool In Context (WRITIC), the Beery-Buktenica Developmental Test of Visual-Motor Integration (Beery™VMI) and the Nine-Hole Peg Test (9-HPT). The WRITIC evaluates in kindergarten children (aged 5-6 years) prewriting skills, the Beery™VMI and 9-HPT evaluate visual motor integration and fine-motor coordination, all elements important for handwriting readiness. In kindergarten, 109 children (55 boys; mean age 70 months, SD 4.8 months) were tested with the WRITIC, Beery™VMI and 9-HPT and one year later in first grade (mean age 85 months, SD 4.5 months) with the SOS. A multivariable linear mixed model was used to identify variables that independently predict outcomes in first grade (SOS): baseline scores on WRITIC-TP, Beery™VMI, 9-HPT, 'sustained attention,' 'gender,' 'age' and 'intervention' in the intermediate period. The results showed that WRITIC-TP, Beery™VMI, and 9-HPT, 'sustained attention,' 'gender' and 'intervention' had all predictive value on the handwriting outcome. Thereby WRITIC-TP was the main predictor for outcome of SOS-Quality, and Beery™VMI and 9-HPT were the main predictors of SOS-Speed. This kindergarten assessment of WRITIC-TP, Beery™VMI, and 9-HPT contributes to the detection of children at risk for developing handwriting problems.
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For the first time in the Netherlands, the Adjustment Scales for Early Transition in Schooling (ASETS) have been applied to kindergarten and first-grade elementary school. A study was conducted to examine the relation between the different behavioral (phenotypes) and situational dimensions (situtypes) of the ASETS and learning performance on standardized language and numeracy tests. Results show that a proportion of children experience socioemotional and behavioral problems. Among boys, in particular, emotional or behavioral problems are significant. Furthermore, results show that these problems translate into a fairly consistent pattern of negative correlations with language and numeracy performance. These outcomes support the assertion that some children are not yet ready for school. It therefore seems important that the structured academic approach that is central to many methods used in early childhood education undergoes critical reflection, as by no means all target group children are ready for this approach.
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Under the premise that language learning is bidirectional in nature, this study aimed to investigate syntactic coordination within teacher-student interactions by using cross-recurrence quantification analysis (CRQA). Seven teachers’ and a group of their students’ interactions were repeatedly measured in the course of an intervention in early science education. Results showed changes in the proportion of recurrent points; in case of simple sentences teachers and students became less coordinated over time, whereas in case of complex sentences teachers and students showed increasing coordination. Results also revealed less rigid (more flexible) syntactic coordination, although there were no changes in the relative contribution of teacher and students to this. In the light of the intervention under investigation this is an important result. This means that teachers and students learn to use more complex language and coordinate their language complexity better in order to co-construct science discourse. The application of CRQA provides new insights and contributes to better understanding of the dynamics of syntactic coordination.
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The project’s aim is to foster resilient learning environments, lessen early school leaving, and give European children (ages 4 -6) a good start in their education while providing and advancing technical skills in working with technology that will serve them well in life. For this purpose, the partnership has developed age appropriate ICT animation tools and games - as well as pedagogical framework specific to the transition phase from kindergarten to school.
