DescriptionIn preschool and primary school pupils differ in many respects, including the capacity to self-regulate their playing and learning processes. Relative autonomy or self-regulation in development, and relatively high attainment, usually co-vary already before a pupil starts preschool. However, at preschool entrance, development and educational processes are usually adapted to the mean levels of the pupils in the playing group or class. A theoretical framework is sketched in which pedagogical-didactical and organisational conditions support diagnostically based playing and learning processes for each pupil in a preschool group or primary class. Information and Communication Technological characteristics to further support differentiated playing and learning processes are specified. Moreover, possibilities to develop playing and learning in optimal ways for both pupils and school are made concrete. One of these possibilities concerns self-regulation of a pupil in the group or class context, which is relatively most important for the pupils achieving highest in cognitive areas in particular. An experimental study is carried out in 10 preschools and primary schools for cognitively excellent pupils to develop and realise the pedagogical-didactical and organisational conditions, ICT support, and procedures to make playing and learning optimal. In another experiment, a comparable developmet is taking place in regular education. Information is given about the design and methodological procedures, some details of the pedagogical-didactic and organisational developments, specifics of ICT support, and intervention characteristics to assist in making playing and learning optimal for each pupil in preschool and primary school. The preliminary results reveal some important characteristics of school innovation processes that may block or promote improvement processes in educational practice. These characteristics also hinder or support the improvement of self-regulation of playing and learning for the pupils most in need of this.
|Period||2 Sept 2012|
|Event title||European Conference on Educational Research (ECER) at the European Educational Research Association (EERA)|
|Degree of Recognition||International|