Book contents
- The Cambridge Handbook of Dyslexia and Dyscalculia
- The Cambridge Handbook of Dyslexia and Dyscalculia
- Copyright page
- Contents
- Figures and Tables
- Contributors
- Acknowledgements
- General Introduction
- Part I Theoretical Frameworks and Computational Models
- Part II Cognitive Profiles and Behavioural Manifestations
- Part III Genetic and Environmental Influences
- Part IV Neurodevelopmental Foundations
- Part V Gender, Ethnicity, and Socioeconomic Background
- Part VI Cultural Unity and Diversity
- Part VII Early Prediction
- Part VIII Intervention and Compensation
- Part IX Best Practice – Diagnostics and Prevention
- 22 Diagnosis of Dyslexia and Dyscalculia: Challenges and Controversies
- 23 Prevention of Dyslexia and Dyscalculia: Best Practice and Policy in Early Education
- Summary: Best Practice – Diagnostics and Prevention
- Part X Best Practice – Schooling and Educational Policy
- General Summary
- References
- Index
- References
23 - Prevention of Dyslexia and Dyscalculia: Best Practice and Policy in Early Education
from Part IX - Best Practice – Diagnostics and Prevention
Published online by Cambridge University Press: 28 July 2022
- The Cambridge Handbook of Dyslexia and Dyscalculia
- The Cambridge Handbook of Dyslexia and Dyscalculia
- Copyright page
- Contents
- Figures and Tables
- Contributors
- Acknowledgements
- General Introduction
- Part I Theoretical Frameworks and Computational Models
- Part II Cognitive Profiles and Behavioural Manifestations
- Part III Genetic and Environmental Influences
- Part IV Neurodevelopmental Foundations
- Part V Gender, Ethnicity, and Socioeconomic Background
- Part VI Cultural Unity and Diversity
- Part VII Early Prediction
- Part VIII Intervention and Compensation
- Part IX Best Practice – Diagnostics and Prevention
- 22 Diagnosis of Dyslexia and Dyscalculia: Challenges and Controversies
- 23 Prevention of Dyslexia and Dyscalculia: Best Practice and Policy in Early Education
- Summary: Best Practice – Diagnostics and Prevention
- Part X Best Practice – Schooling and Educational Policy
- General Summary
- References
- Index
- References
Summary
Social and educational policy expectations regarding pre-primary education and care have changed in a fundamental way. For a long time, the main purpose of attending kindergarten was to foster the social, emotional, motor-related, and moral development of children. Nowadays, fostering children’s school-relevant skills in the domains of language, literacy, and mathematics are among the expectations of parents with regard to the educational mission of kindergartens (Roßbach and Hasselhorn 2014). As a consequence, a significant change in official guiding principles can be observed throughout the past decades (OECD 2011). Remarkably, up until the 1960s the prevailing opinion was that early learning achievement is mainly predisposed by innate skills. This view has been supplanted, however, by the idea that special support in early education can reduce children’s risk of only insufficiently acquiring basic academic skills during the primary school years.
- Type
- Chapter
- Information
- The Cambridge Handbook of Dyslexia and Dyscalculia , pp. 410 - 422Publisher: Cambridge University PressPrint publication year: 2022
References
Suggestions for Further Reading
- 1
- Cited by