This article describes a limited longitudinal European study of young children’s early numeracy development within three testing cycles, onaverage, at the mid-point and towards the end of their fifth to sixth year and again at the mid-point of their sixth to seventh year. Assessment was carried out using the Utrecht Early Numeracy Test (ENT) (Van Luit, Van de Rijt and Pennings, 1994). The multilevel modelling method of analysis used for the study provided an extension of multiple regression to incorporate the hierarchical structure of the data collected, with boys and girls of different social-economic status, nested within different institutions within different countries. The results showed that the ENT was a useful tool for international comparison. The finding that differences between countrieswere negligible was surprising bearing in mind that the English pupils werein formal schooling throughout the testing cycle, the Belgian, German, Greek and Dutch children from the mid-point, and the Slovene children, not at all.
A low visual-perceptive cognitive profile may predispose Greek kindergarten-aged children in urban areas to develop subsequent learning difficulties. The aim of the current study was, through the use of static and nonstatic diagnostic tools and early diagnostic procedures and a special intervention program, to equalize the big declinations in the children’s performances, among the different cognitive areas, to reduce the cognitive risk factor and, possibly, to avoid the appearance of learning difficulties at a later age. The Detroit Test of Learning Aptitude–2 (DTLA-2) was used to assess 60 children aged between 6.0 and 6.3 years, and a 20-session educational intervention program was implemented. One-year follow-up (35 children) shows a better balance in their cognitive profile was achieved compared with the control group. These results underline the importance of early diagnosis and appropriate intervention in children with specific cognitive profiles, who are “at risk” of developing subsequent learning difficulties.
Purpose -This research study aims to examine: whether preschoolers at risk form a homogenous or a heterogeneous group of high-risk children; and in case preschoolers form a heterogeneous group, what are the distinctive characteristics of specific language impairment and mild intellectual disabilities groups in language acquisition and social competence that make differential early intervention necessary. Design/methodology/approach -A total of 143 Greek preschoolers aged 4.5 through 5.5 participated in the study. Among them, according to DTLA-P: 3, 42 with mild intellectual disabilities and 41 with specific language impairments were detected. A total of 60 typically developed children were also detected. Children's categorization to the above groups was verified by the L-a-T-o Language Competence Test Level I, which was used to estimate intra-individual differences in language competence. To assess peer relations, a peer relation checklist was developed and standardized. Findings -The findings of this study support the approach of the two distinct groups of high-risk preschoolers in terms of their language and social characteristics. Originality/value -Research findings highlight the different educational needs of high-risk preschoolers, which make necessary the differential use of preschool curricula.
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