Educator
|
Socioemotional development
|
EBD
|
Survey
|
.82a /.84a
|
Milestones in children’s social and emotional development
|
|
Problematic behaviour
|
SDQ
|
Survey
|
.66 a /.70a / .86a /.64a /.76a
|
Subscales: Emotional symptoms, conduct problems, hyperactivity/inattention, peer relationship problems; prosocial behaviour
|
|
Attention deficit hyperactivity disorder
|
Conners’ scale
|
Survey
|
.85a
|
ADHD Index; short form
|
|
General child competencies
|
-
|
Survey
|
-
|
Concentration, language skills, vocabulary, grammar, mathematics skills, motor skills, social and emotional competencies, logical thinking
|
|
General child development
|
-
|
Survey
|
-
|
Age-appropriateness of child’s development, school readiness, special needs
|
|
Media usage
|
-
|
Survey
|
-
|
Number and usage of different media in the kindergarten (e.g. books, games, tablets)
|
|
Social popularity
|
-
|
Survey
|
.74a
|
Acceptance, rejection and disregard by other children in the kindergarten
|
|
Kindergarten attendance
|
-
|
Survey
|
-
|
Start of kindergarten attendance, daily attendance in hours
|
Family
|
Home Literacy Environment
|
HLE
|
Survey
|
.79-.89
|
Shared reading, linguistic activities, literacy exposure, literacy instructions, formal HLE
|
|
Home Numeracy Environment
|
HNE
|
Survey
|
.80-.83
|
Mathematical activities, number / mathematics exposure and instructions, formal HNE
|
|
Book title recognition
|
TRT
|
Checklist
|
.87
|
Checklist on selected children’s book titles, mixed with fake distractor titles
|
|
Math game title recognition
|
MTRT
|
Checklist
|
.69
|
Checklist on selected children’s mathematical game titles, mixed with fake distractor titles
|
|
Educational aspiration
|
-
|
Survey
|
.64
|
Parental educational aspiration for child
|
|
Media usage
|
-
|
Survey
|
-
|
Number of different kinds of media at home, children’s and parental media usage
|
|
Movie watching
|
-
|
Survey
|
.74
|
Parental and child video and movie watching during the week and on weekends
|
|
Attitudes towards digital media
|
-
|
Survey
|
.75
|
Parental attitudes towards media
|
|
Media literacy
|
-
|
Survey
|
.81/.86
|
Children’s and parental media literacy
|
|
Family background
|
-
|
Survey
|
-
|
Migration background of parents and child1, spoken languages at home, educational background of parents, occupation of parents2, monthly income, number and age of siblings, family living conditions
|
|
Learning disabilities
|
-
|
Survey
|
-
|
Family history of dyslexia, dyscalculia, AHDH
|
|
Shared reading
|
FES adapted3
|
Observation of shared reading
|
.84
|
Verbal dissociation, nonverbal behaviour, use of questions, explanations of letters/words, phonological explanations, free language level, balance of conversation (child / parent)
|
|
Dice game play
|
FES adapted3
|
Observation of game play
|
.87
|
Counting, nonverbal behaviour, mentioning of numbers, free language level, explanations of mathematical concepts, comparing / ordering, references to everyday life
|
|
Parents’ behaviour and living conditions
|
HOME adapted4
|
Observation in the family
|
.64 / .46 / .69
|
Parents’ behaviour towards the child, parents’ attitudes towards the child (affection and warmth), families’ physical environment and living conditions
|
|
Miscellaneous parent-child interactions
|
HOME adapted4
|
Interview
|
-
|
Number of children’s games, frequency of museums visits, teaching of colours and scales, communicativeness of the child, physical contact with the child, TV usage
|
Child
|
Mathematical competencies
|
MARKO-S
|
Test
|
.82
|
Numbers, ordinal number bars, cardinality, number division, inclusion and relations.
|
| |
WVT/ number sequence forwards
|
Test
|
.79
|
Number sequences forwards
|
| |
WVT/ number sequence backwards
|
Test
|
.70
|
Number sequences backwards
|
| |
WVT/ predecessors and successors
|
Test
|
.81
|
Number predecessors and successors
|
| |
WVT/ Numerical knowledge
|
Test
|
.87
|
Number symbol knowledge, knowledge of numeric representations
|
| |
MBK-0; Calculating task
|
Test
|
.78
|
Mathematical multiplication and subtraction
|
|
Linguistic competencies
|
AWST-R (verbs and nouns)
|
Test
|
.65
|
Active / expressive vocabulary
|
| |
PPTV
|
Test
|
.95
|
Passive / receptive vocabulary
|
| |
WVT; rhyming task
|
Test
|
.79
|
Rhyming words, phonological awareness
|
| |
WVT; letter sound identification
|
Test
|
.88
|
Identification of first letter sound, phonological awareness
|
| |
WVT; letter knowledge
|
Test
|
.88
|
Productive letter knowledge
|
| |
WVT; letter knowledge
|
Test
|
.79
|
Receptive letter knowledge
|
| |
SETK 3-5; plural forms
|
Test
|
.82
|
Plural forms of (non-)words, grammar
|
| |
EuLe 4-5; early literacy
|
Test
|
.79
|
Early literacy knowledge, concept of reading and writing
|
|
Intelligence
|
CMMS
|
Test
|
.92-.96b
|
Short nonverbal intelligence test, general reasoning ability, abstract thinking
|
|
Concentration
|
KKA
|
Test
|
.88-.98c
|
Short-term selective attention and concentration
|
|
Working memory
|
WVT; working memory
|
Test
|
.80d
|
Digit span working memory task -forward
|
|
Rapid naming
|
-
|
Test
|
-
|
Rapid automatized naming of objects/pictures
|
|
Self-concept
|
BSLS-M
|
Test
|
.72
|
Mathematical self-concept
|
| |
BSLS-S
|
Test
|
.75
|
Literacy self-concept
|
| |
BSLS-pro
|
Test
|
.69
|
Prosocial self-concept
|
| |
BSLS-anti
|
Test
|
.82
|
Antisocial self-concept
|
|
Prosocial behaviour
|
-
|
Test
|
.78
|
Prosocial behaviour, sharing
|