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 $t_2$ 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.

抽象的

在托儿所期间对基础学校技能的早期教育支持可能对成功过渡到小学以及未来学校的成功和成就产生积极影响，尤其是在这种情况下表现不佳的孩子。因此，大多数德国托儿所开发了其他概念，以支持在托儿所的最后一年中掌握基本的学校技能。但是，由于关闭了COVID-19，因此关闭了对学龄前儿童的面对面支持。这项研究试图检验在COVID-19幼儿园关闭期间，学龄前儿童的基本学校技能与语言和数学技能的关系。在关闭托儿所之前和之后，使用智能和发展量表2（IDS-2）的五个子测试对49名儿童进行了单组事后测试设计。此外，${Ť}_2$提供结构化测试以外的更多可靠和有价值的信息。研究表明，语言和数学技能显着下降。这些发现支持这样的结论：托儿所的关闭可能会对学龄前儿童的教育技能产生负面影响，这有助于使过渡更加容易。最后，该研究强调了托儿所在幼儿教育和儿童发展方面的特殊作用，以支持向学校的过渡。