The Evaluation of School Readiness for 5-8 Years Old Children - Cognitive, Social - Emotional, and Motor Coordination and Physical Health Perspectives
Bibliographic record
Abstract
ABSTRACT Although school readiness is a controversial term in the literature, we intend to propose a topic, which reflects an image of this concept, but also the necessity of the initiating a research in Romania, at the local level of the city Sibiu - study that can be extended at the national level. The concept of school readiness is analyzed from the perspectives of the studies and researches on the following levels: early education and schooling, the kindergarten - elementary school transition and different approaches in the literature of the concept. The conclusions purpose a research project, regarding the evaluation of school readiness from three points of view: the cognitive, the social - emotional and the motor and physical health. The educational system in Romania is under reform and the society is very dynamic, so we consider opportune a scientific foundation of school readiness in our country. KEYWORDS: school readiness, early education, preschool competences, kindergarten - family -child - school partnership. EARLY EDUCATION AND SCHOOLING - THE KINDERGARTEN - ELEMENTARY SCHOOL TRANSITION Early education can make the difference in child development and in competence acquisitions in the academic, economic and social arenas (Lunenburg, 2000). Lunenburg (2000) refers to studies which reflect the following aspects of the early education: attending for two years a preschool program can improve children's school readiness, early scholastic achievement and school competence (such as lower grade retention and special education placement) (Barnett, 1992; Haskins, 1989; Hubbell, 1983; McKey et al., 1985; Reynolds, 1995; White, 1985). Another aspect refers to the long-term implications of the early education: it reduced school dropout rates and increased employment (Beruetta-Clement, Schweinhart, Barnett, Epstein & Weikart, 1984; Reynolds, 1994; Schweinhart, Barnes & Weikart, 1993). Schooling is an international issue regarding the age of school entry, but also regarding the school characteristics, the transition kindergarten - elementary school and the acquisitions, skills and preschool competences of the children (Griebel, 2004). Griebel (2004) refers to studies from Canada, United States, Australia, European Countries that reflect the specificity of the educational systems (http://test.edfac.unimelb.edu.au, Margetts, 2002; Yeboah, 2002). Griebel and Niesel (2004) develop a transition theory, which takes into consideration the child - as an active subject of his own development together with his environment. This theory emphasizes the surpassing of the challenges, includes the life long learning in a social context and explains the transition for both child and family. According to Griebel (2004) the kindergarten- school transition brings about changes in three ways: individually, relationally, and environmentally. From these three levels there may occur discontinuities in the child's life experiences. Because the adaptation process must be done quickly and the learning processes are seen as developmental stimuli; Griebel calls these adaptability requirements development tasks (Griebel, 2004, Griebel & Niesel 2004), term which has been introduced by Erikson. For Havighurst (Sassu, 2006), development represents the achievement of several development tasks in different stages of life. These tasks may be provided: by the completion of different biological processes: learning to walk, by the social system: learning to read, taking up some civic responsibilities, even by the individual starting from their own system of values and aspirations: choosing a career. Considering the three levels mentioned above - individual, relational and developmental, the development tasks will look like this (Griebel, 2004) and they are appropriate in the schooling context: 1. For the individual level: a. identity change: from pre-school child to school child; b. facing strong emotions: happiness, curiosity, pride, as well as insecurity, fear; c. …
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".