RESUMEN
BACKGROUND: Children's early literacy and mathematical competencies are very important predictors for their later success in school and their educational attainment in general. However, not all children are able to develop to their full potential and some are at risk of failing to reach sufficient competence levels. The project "App-based learning for kindergarten children at home" (Learning4Kids) is designed as a longitudinal intervention study that tests the potential impact of a computer tablet-based intervention for kindergarten children and their families before school entry. Here, the focus lies on both, potential short-term and long-term influences on children's competencies development in kindergarten and school. METHODS/DESIGN: Learning4Kids uses a multi-method intervention approach and draws on expertise from different fields such as psychology, education, informatics, and didactics. It combines child test assessments with parental, educator, and teacher surveys and checklists, interviews as well as observations in the families to measure child competencies and their behaviour, and to assess family characteristics. The participating children and their families will be visited and assessed altogether seven times, starting in the second-last year of kindergarten until children are at the end of Grade 2. In cohort 1, 190 families participated in this project, whereas in cohort 2 another 310 families joined the Learning4Kids project. For the school assessments, standardized and curriculum-based tests will be used to assess children's mathematical and literacy competencies. In addition, cognitive and non-cognitive child abilities will be assessed. DISCUSSION: Learning4Kids offers substantive advances for the scientific fields of psychology and education, and also provides implications for policy and practice in the long term. Improving young children's learning trajectories and analysing these trajectories from kindergarten to primary school is both a social and economic imperative as it contributes to greater individual success and thus to societal prosperity.
Asunto(s)
Desarrollo Infantil , Instituciones Académicas , Niño , Humanos , Preescolar , Escolaridad , Aprendizaje , PadresRESUMEN
After initial reluctance masks have emerged as an important means of restricting the spread of SARS-CoV2, the new coronavirus causing COVID-19. Other simple measures are keeping a distance of at least 1⯽â¯m from other persons and observing hygiene recommendations, including washing or even disinfecting the hands, coughing into the crook of the arm and remaining at home when sick. Combining the initial letters of the German words for the three measures (Abstand-Hygiene-Alltagsmaske, distance-hygiene-face mask) the acronym AHA was formed, a colloquial German word meaning that the speaker understood the information presented. This acronym was later extended by the letter "L", initial letter of "Lüften" meaning air ventilation for indoor rooms and arriving at AHAL, recommended by the federal German Health Institute the Robert Koch Institute. In fact, masks including surgical masks and face coverings can form an effective barrier against the spread of the virus: protecting other people from droplets expelled from the throat of the speaker wearing a mask and even in part protecting the wearer from inhaling droplets emanating from other peoples' throats. Studies to find out if wearing masks might impose risks did not find essential problems: alterations of respiratory parameters due to an increased airway resistance remained within normal limits in healthy adults and even in asthmatics whose disease was well controlled; however, many adults expressed their unease with masks describing them as cumbersome and inconvenient. Emotional resistance against masks made it increasingly more difficult for them to use a mask. Efficient application of masks requires, in addition to a logical explanation of its effect, the evocation of empathy for vulnerable people who can be protected from catching a possibly deadly disease. In children there are very few data on adverse effects of wearing a mask although there is ample experience in children with serious diseases compromising defense against infectious agents acquired via respiratory mucus membranes; however, when using masks appropriately in children relevant adverse effects have not been reported and are not to be expected. Masks should only be used in children when they are healthy and awake and can remove the masks themselves anytime they like. Children 10 years or older can use masks efficiently when they have been informed beforehand appropriate to their age. Under these conditions they can also be obliged to wear masks in certain situations, for example while walking through the school building to their desk in class. To limit the period of wearing a mask normally they will be allowed to remove the mask when sitting in class and keeping their distance. Children in primary schools may use masks, but they should not be obliged to wear them and children in kindergartens should not use masks. This exemption of younger children does not expose school and kindergarten teachers to additional risks since the infectivity with SARS-CoV2 is age-dependent and increases with age reaching adult values only after 12 years of age.