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

Abstract

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.

Associations Between Children’s Numeracy Competencies, Mothers’ and Fathers’ Mathematical Beliefs, and Numeracy Activities at Home

“…For instance, during a parent evening and through playful parent-child activities at the kindergarten, parents can be made aware of the importance of the role their beliefs and actions play for their children’s competency development ( Niklas et al, 2016 ). Another option would be to apply digital interventions, for example via a mobile app which regularly provides useful information or practical tips for parents that they may use in their everyday life together with their children ( Niklas et al, 2020a ).…”

“…We assessed children’s numeracy competencies (NumC) in a sample of N = 310 children ( n = 160 girls) with an average age of M = 59.36 months ( SD = 3.94) and surveyed both, their mothers and fathers concerning their mathematical self-efficacy (SE), gender stereotypes (GS), beliefs on the importance of mathematical activities at home (IOMA), and the numeracy activities they provide at home to their children (NA). The data was taken from the first measurement point of the second cohort of the EU-funded, 5-year-longitudinal study “Learning4Kids” project ( Niklas et al, 2020a ). Trained psychologists, educators and research assistants performed the assessments which included standardized numeracy tests to assess children’s numeracy competencies.…”

Editorial: Children's Competencies Development in the Home Learning Environment

“…Meta-analyses show that children who grow up in a high-quality HLE develop greater competencies and are better prepared for school (Sénéchal and Young, 2008;e.g., Mol et al, 2008). In addition, the availability of digital media in many families worldwide offers new possibilities for interventions (e.g., Niklas et al, 2020). The HLE is closely associated with family background variables such as the socioeconomic status (SES) of a family (i.e., families with a high SES tend to provide higher quality HLEs) and the migration background (e.g., Aikens and Barbarin, 2008;Anders et al, 2012;Niklas et al, 2015).…”

Parental (STEM) Occupations, the Home Numeracy Environment, and Kindergarten Children’s Numerical Competencies

“…We analysed data from two measurement points (t1 and t2) from the first cohort of the EU-funded, 5-year longitudinal study "Learning4Kids" conducted in Germany [50]. There was a period of five and a half months between the first and the second assessments.…”