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Improving Kindergarten Teachers' Differentiation Practices to Better Anticipate Student Differences
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Dijkstra, Elma M.; Walraven, Amber; Mooij, Ton; Kirschner, Paul A. – Educational Studies, 2016
This article presents the findings from a teacher intervention in Dutch kindergartens aimed at improving teachers' differentiation practices (DP) to better anticipate student differences. The intervention was designed to improve the match between student levels and curricular activities, in particular for high-ability students and consists of…
Descriptors: Kindergarten, Preschool Teachers, Individualized Instruction, Teacher Improvement
Scaffolding Young Children: The Utility of Mediation in a Classification Test
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Mata, Sara; van Geert, Paul; van der Aalsvoort, Geerdina – Electronic Journal of Research in Educational Psychology, 2017
Introduction: Studies of Dynamic Assessment of cognitive abilities reveal that young children profit from assistance while carrying out tasks that elicit cognitive effort. Dynamic assessment refers to a test format of a pretest-mediation-posttest in which the mediation phase includes scaffolding to assist the child to grasp the purpose of the…
Descriptors: Scaffolding (Teaching Technique), Young Children, Cognitive Ability, Cognitive Processes
The Effect of Three Interactive Reading Approaches on Language Ability: An Exploratory Study in Early Childhood Education
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van der Wilt, Femke; Boerma, Inouk; van Oers, Bert; van der Veen, Chiel – European Early Childhood Education Research Journal, 2019
Language ability plays a major role in children's future development. In the present study, the effect of three interactive reading approaches on children's language ability was investigated through a pre-posttest design. Participants were N = 73 children (aged 4-6) from three early childhood education classrooms. Classrooms were assigned to one…
Descriptors: Language Skills, Vocabulary Development, Pretests Posttests, Child Development
Preschoolers' Causal Reasoning during Shared Picture Book Storytelling: A Cross-Case Comparison Descriptive Study
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Reed, Helen C.; Hurks, Petra P. M.; Kirschner, Paul A.; Jolles, Jelle – Journal of Research in Childhood Education, 2015
This study investigates how shared picture book storytelling within a peer-group setting could stimulate causal reasoning in children aged 4½ to 6 years. Twenty-eight children from preschool classes of three schools were allocated to one of six groups (four to five children per group). Each group participated in six storytelling sessions over a…
Descriptors: Preschool Children, Picture Books, Story Telling, Comparative Analysis
Teachers as Co-Designers of Technology-Rich Learning Activities for Early Literacy
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Cviko, Amina; McKenney, Susan; Voogt, Joke – Technology, Pedagogy and Education, 2015
Although kindergarten teachers often struggle with implementing technology, they are rarely involved in co-designing technology-rich learning activities. This study involved teachers in the co-design of technology-rich learning activities and sought to explore implementation and pupil learning outcomes. A case-study method was used to investigate:…
Descriptors: Learning Activities, Emergent Literacy, Technology Uses in Education, Technology Integration
The Teacher as Re-Designer of Technology Integrated Activities for an Early Literacy Curriculum
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Cviko, Amina; McKenney, Susan; Voogt, Joke – Journal of Educational Computing Research, 2013
Though popular among children outside of school, Dutch teachers often struggle to offer technology integrated activities in the kindergarten classroom. Because involving teachers in development of technology integrated activities can support their implementation, this study examines teachers in the role of re-designing such activities. Two case…
Descriptors: Foreign Countries, Early Childhood Education, Technology Uses in Education, Technology Integration
Computer-Supported Phonological Awareness Intervention for Kindergarten Children with Specific Language Impairment
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Segers, Eliane; Verhoeven, Ludo – Language, Speech, and Hearing Services in Schools, 2004
Purpose: The purpose of the present study was to determine whether kindergarten children with specific language impairment (SLI) could develop phonological awareness skills through computer intervention and whether speech manipulation (i.e., slowing speech rate and enhancing transitions) in instruction produced additional learning. Method: The…
Descriptors: Reading Skills, Intervention, Kindergarten, Language Impairments