Frank Niklas, Efsun Birtwistle, Anna Mues, Astrid Wirth
{"title":"Learning apps at home prepare children for school","authors":"Frank Niklas, Efsun Birtwistle, Anna Mues, Astrid Wirth","doi":"10.1111/cdev.14184","DOIUrl":null,"url":null,"abstract":"The usage of high‐quality learning applications (apps) at home may increase children's mathematical and literacy competencies. This approach was tested in a family intervention study. Intervention families (<jats:italic>n</jats:italic> = 302) in two German cohorts (<jats:italic>N</jats:italic> = 500; <jats:italic>M</jats:italic> (SD)<jats:sub>age</jats:sub> = 61.0 (4.6) months; <jats:italic>n</jats:italic><jats:sub><jats:italic>♀</jats:italic></jats:sub> = 302) received tablets with newly developed learning apps focusing either on mathematical or literacy learning for every‐day usage at home across half a kindergarten year. Compared with two control groups with and without tablets, children in the intervention groups significantly enhanced their specific competencies (<jats:italic>η</jats:italic><jats:sup>2</jats:sup> = .03–.10). Higher app usage was associated with greater gains (Δ<jats:italic>R</jats:italic><jats:sup>2</jats:sup> = .01–.02). Consequently, an easy‐to‐apply app‐based intervention supports children's development of cognitive competencies and helps prepare them for school.","PeriodicalId":10109,"journal":{"name":"Child development","volume":null,"pages":null},"PeriodicalIF":3.9000,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Child development","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1111/cdev.14184","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
引用次数: 0
Abstract
The usage of high‐quality learning applications (apps) at home may increase children's mathematical and literacy competencies. This approach was tested in a family intervention study. Intervention families (n = 302) in two German cohorts (N = 500; M (SD)age = 61.0 (4.6) months; n♀ = 302) received tablets with newly developed learning apps focusing either on mathematical or literacy learning for every‐day usage at home across half a kindergarten year. Compared with two control groups with and without tablets, children in the intervention groups significantly enhanced their specific competencies (η2 = .03–.10). Higher app usage was associated with greater gains (ΔR2 = .01–.02). Consequently, an easy‐to‐apply app‐based intervention supports children's development of cognitive competencies and helps prepare them for school.
期刊介绍：
As the flagship journal of the Society for Research in Child Development (SRCD), Child Development has published articles, essays, reviews, and tutorials on various topics in the field of child development since 1930. Spanning many disciplines, the journal provides the latest research, not only for researchers and theoreticians, but also for child psychiatrists, clinical psychologists, psychiatric social workers, specialists in early childhood education, educational psychologists, special education teachers, and other researchers. In addition to six issues per year of Child Development, subscribers to the journal also receive a full subscription to Child Development Perspectives and Monographs of the Society for Research in Child Development.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
