No Nursery 'Til School -- The Transition to Primary School without Institutional Transition Support Due to the COVID-19 Shutdown in Germany

Autor/inn/en	Quenzer-Alfred, Carolin; Schneider, Lisa; Soyka, Vivien; Harbrecht, Maxi; Blume, Vera; Mays, Daniel
Titel	No Nursery 'Til School -- The Transition to Primary School without Institutional Transition Support Due to the COVID-19 Shutdown in Germany
Quelle	In: European Journal of Special Needs Education, 36 (2021) 1, S.127-141 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Quenzer-Alfred, Carolin) ORCID (Schneider, Lisa) ORCID (Soyka, Vivien) ORCID (Harbrecht, Maxi) ORCID (Blume, Vera) ORCID (Mays, Daniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2021.1872850
Schlagwörter	Foreign Countries; Preschool Education; School Readiness; COVID-19; Pandemics; School Closing; Preschool Children; Access to Education; Mathematics Skills; Language Skills; Child Development; Role of Education; Gender Differences; Language Usage; Germany + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Vorschulerziehung; Readiness for school; School ability; Schulreife; School closings; Schule; Schließung; Schließung (von Schulen); Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Education; Access; Bildung; Zugang; Bildungszugang; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Language skill; Sprachkompetenz; Kindesentwicklung; Bildungsauftrag; Geschlechterkonflikt; Sprachgebrauch; Deutschland
Abstract	The early educational support of basic school skills during nursery can have a positive impact on a successful transition into primary school and future school success and achievement -- especially for in this context low-performing children. Therefore, most German nurseries developed additional concepts to support the acquisition of basic school skills during the last year of nursery. However, due to the COVID-19 shutdown face-to-face support for pre-schoolers was closed down. This study attempts to examine how basic school skills with respect to language and mathematical skills of pre-schoolers developed during the COVID-19 nursery shutdown. 49 children were evaluated in a single-group pre-post test design using five subtests of the Intelligence and Development Scales 2 (IDS-2) before and after nurseries were shut down. Additionally, qualitative interviews were conducted at t[subscript 2] to provide further reliable and valuable information that goes beyond structured testing. Research showed significant decreases of language and mathematical skills. These findings support the conclusion that nursery shutdowns may have a negative impact on pre-schoolers' educational skills which help to make transitions easier. Concludingly, the study stresses the particular role of nurseries with regard to early childhood education and childhood development in order to support the transition to school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01