Identification of differences in key literacy indicators under the old and the innovated preschool curriculum

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68081740%3A_____%2F23%3A00571062" target="_blank" >RIV/68081740:_____/23:00571062 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/00216208:11240/23:10465524

Výsledek na webu

<a href="https://www.peterlang.com/document/1309184" target="_blank" >https://www.peterlang.com/document/1309184</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.3726/b20261" target="_blank" >10.3726/b20261</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Identification of differences in key literacy indicators under the old and the innovated preschool curriculum

Popis výsledku v původním jazyce

An innovated preschool curriculum was introduced in Slovakia in 2016. Literacy-rich environments were created in preschools, and priority was given to developing linguistic comprehension skills (i.e., understanding explicit and implicit meaning), listening comprehension skills, narrative production skills, and metacognitive awareness. This analytical chapter aims to explore differences between preschool children following the old preschool curriculum (N = 278) and those following the innovated one (N = 99). The chapter offers three major conclusions. The partial correlation network found that comprehension of the implicit meaning of the story plays a central role among all the literacy indicators. This was consistent under both the old and the innovated preschool curriculum. On the other hand, phonological awareness exhibited only a peripheral role. Second, the structural equation modeling showed that the direct effect of metacognition on narrative production was mediated by text comprehension in both cases: under the old curriculum metacognition explained only 3 % of the variance in text comprehension, whereas under the innovated curriculum it explained 49 %. Similarly, metacognition explained 5 % of the variance in narrative production under the old curriculum and 30 % under the innovated curriculum. Finally, three clusters of preschool children were identified based on narrative production. Children with different levels of narrative production exhibited large overall differences in most of the measured literacy indicators. This finding suggests that integrating both top-down reading strategies and metacognition-fostering activities into everyday preschool practice has the additional benefit of generating more elaborate, complex narrative production.

Název v anglickém jazyce

Identification of differences in key literacy indicators under the old and the innovated preschool curriculum

Popis výsledku anglicky

An innovated preschool curriculum was introduced in Slovakia in 2016. Literacy-rich environments were created in preschools, and priority was given to developing linguistic comprehension skills (i.e., understanding explicit and implicit meaning), listening comprehension skills, narrative production skills, and metacognitive awareness. This analytical chapter aims to explore differences between preschool children following the old preschool curriculum (N = 278) and those following the innovated one (N = 99). The chapter offers three major conclusions. The partial correlation network found that comprehension of the implicit meaning of the story plays a central role among all the literacy indicators. This was consistent under both the old and the innovated preschool curriculum. On the other hand, phonological awareness exhibited only a peripheral role. Second, the structural equation modeling showed that the direct effect of metacognition on narrative production was mediated by text comprehension in both cases: under the old curriculum metacognition explained only 3 % of the variance in text comprehension, whereas under the innovated curriculum it explained 49 %. Similarly, metacognition explained 5 % of the variance in narrative production under the old curriculum and 30 % under the innovated curriculum. Finally, three clusters of preschool children were identified based on narrative production. Children with different levels of narrative production exhibited large overall differences in most of the measured literacy indicators. This finding suggests that integrating both top-down reading strategies and metacognition-fostering activities into everyday preschool practice has the additional benefit of generating more elaborate, complex narrative production.

Druh

C - Kapitola v odborné knize

CEP obor

—

OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2023

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název knihy nebo sborníku

Development of Key Literacy Skills in Early Childhood Education

ISBN

9783631886458

Počet stran výsledku

24

Strana od-do

39-62

Počet stran knihy

132

Název nakladatele

Peter Lang

Místo vydání

Berlin

Kód UT WoS kapitoly

—