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Title: Model of Excellent Kindergarten Learning for Excellent Pupils
Authors: Dijkstra, Elma
Mooij, Ton
Kirschner, Paul A.
Keywords: excellence
Issue Date: 18-Dec-2012
Abstract: Research shows that the learning processes of cognitively excellent pupils (CEPs) are generally not supported in kindergarten and primary school, often resulting in cognitive, social, and emotional underachievement as well as other negative effects which manifest themselves later in the children’s educational careers (e.g., dropout, behavioral problems, et cetera). This study tries to theoretically reveal the causes of this underachievement and will present solutions which will lead to the CEPs’ optimal learning in kindergarten. Personal and environmental determinants are discussed that can facilitate or hinder the cognitive, social, and emotional development of CEPs. A literature search identified these determinants and formed the basis of a theoretical multilevel model in which optimal kindergarten learning is modelled. Several individual and contextual variables (i.e., home, kindergarten) on pupil, class and school level are integrated regarding their presumed influences on cognitive, social, and emotional developments. At kindergarten entrance, the abilities of CEPs are already influenced by determinants in the home environment. During kindergarten, important determinants among others are the internal class and school differentiation. This differentiation determines whether CEPs are enabled or even empowered to work at and above their own cognitive levels; a requirement for learning. The model is presented and discussed. The model is currently being validated in a two-year intervention study in 41 different kindergartens. The intervention is aimed at improving internal school and class differentiation in kindergarten. Conform the model, the hypothesis is that the intervention, if properly implemented, will result in better cognitive, social and emotional development of CEPs compared to the development of CEPs in kindergarten/primary school where no intervention has taken place.
Description: Dijkstra, E. M., Mooij, T., & Kirschner, P. A. (2012, 11 October). Model of excellent kindergarten learning for excellent pupils. Poster presentation at the Teacher Expertise Symposium, University of Utrecht, Utrecht, The Netherlands.
Appears in Collections:1. LC: Publications and Preprints

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