ASSESSMENT PROCESS FOR THE USABILITY OF DILIGO 2.0 IN PRESCHOOL
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Mar 28, 2023
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Abstract
The transition from preschool to primary school can be a complex period for children. A good level of cognitive readiness in childhood gives them the ability to cope with learning challenges in future schooling. Diligo 2.0 is an agent-based game developed for Android devices aimed at monitoring two of the main skills related to school readiness in five-year-old children, namely geometric skills, and emotional skills. Diligo 2.0 also evaluates children’s psychological and behavioural aptitude for engaging in slow and fast thinking activities. Given the innovative scope of Diligo 2.0 in terms of the survey method employed and how the app is used, this research project aims to verify the tool's usability in the preschool context. This paper presents the structure of the Diligo 2.0 usability assessment process involving teachers and children.
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References
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Balfanz, R., Ginsburg, H., & Greenes, C. (2003). The big math for little kids early childhood mathematics program. Teaching Children Mathematics, 9(5), 264–268. doi: 10.5951/TCM.9.5.0264
Barnett, W. S., Lamy, C., & Jung, K. (2005). The effects of state prekindergarten programs on young children's school readiness in five states. New Brunswick, NJ, US: National Institute for Early Education Research.
Bonifacci, P., & Tobia, V. (2017). Apprendere nella scuola dell’infanzia. Lo sviluppo dei prerequisiti. Roma, IT: Carocci Editore.
Broadfoot, P., & Black, P. (2004). Redefining assessment? The first ten years of Assessment in Education. Assessment in Education, 11, pp. 7-26. doi: 10.1080/0969594042000208976
Bruner, J. (1986). Play, thought and language. Prospects: Quarterly Review of Education, 16(1), 77-83.
Bustamante, A. S., White, L. J., & Greenfield, D .B. (2017). Approaches to learning and school readiness in Head Start: Applications to preschool science. Learning and Individual Differences, 56, 112-118. doi: 10.1016/j.lindif.2016.10.012
Campbell, R. J., Robinson, W., Neelands, J., Hewston, R., & Mazzoli, L. (2010). Personalised learning: ambiguities in theory and practice. British Journal of Educational Studies, 55, 2135-154. doi: 10.1111/j.1467-8527.2007.00370. x
Carlton, M. P., & Winsler, A. (1999). School readiness: The need for a paradigm shift. School Psychology Review, 28, 338–352. doi: 10.1080/02796015.1999.12085969
Casey, B., Erkut, S., Ceder, I., & Young, J. M. (2008). Use of a storytelling context to improve girls' and boys' geometry skills in kindergarten. Journal of Applied Developmental Psychology, 29(1), 29-48. doi: 10.1016/j.appdev.2007.10.005
Chau, C. (2014). Positive technological development for young children in the context of children’s mobile apps. [PhD Dissertation. Tufts University, US]. Retrieved from http://gradworks.umi.com/3624692.pdf
Chazan-Cohen, R., Raikes, H., Brooks-Gunn, J., Ayoub, C., Pan, B.A., Kisker, E., … Fuligni, A. S. (2009). Low-income children's school readiness: parents' contributions over the first five years. Early Education & Development, 20(6), 958-977. doi: 10.1080/10409280903362402
Coggi, C., & Ricchiardi, P. (2014). La «school readiness» e la sua misura: uno strumento di rilevazione per la scuola dell’infanzia. Journal of Educational: Cultural and Psychological Studies (ECPS Journal), 1(9), 283-309.
De Feyter, J. J., & Winsler, A. (2009). The early developmental competencies and school «readiness» of low-income, immigrant children: Influences of generation, race/ethnicity, and national origins. Early Childhood Research Quarterly, 24, 411-431.
Denham, S. A. (2006). Social-Emotional Competence as Support for School Readiness: What Is It and How Do We Assess It? Early Education &Amp; Development, 17(1), 57–89. doi: 10.1207/s15566935eed1701_4
Dini, S., & Ferlino, L. (2016). Knowledge at their fingertips: kids’ learning and playing in the app age. TD Tecnologie Didattiche, 24(3), 147-155. doi: 10.17471/2499-4324/930
Dore, R. A., & Dynia, J. M. (2020). Technology and media use in preschool classrooms: Prevalence, purposes, and contexts. Frontiers in Education, 5. doi: 10.3389/feduc.2020.600305
Eckert, T. L., McIntyre, L. L., DiGennaro, F. D., Arbolino, L. A., Perry, L. J., & Begeny, J. C. (2008). Researching the transition to kindergarten for typically developing children: A literature review of current processes, practices, and programs. In D. H. Molina (Ed.), School psychology: 21st century issues and challenges (pp. 235-252). Hauppauge, NY, US: Nova Science Publishers.
Epstein, A. S., Lawrence, J., Schweinhart L. J., DeBruin-Parecki A., & Kenneth, B. R. (2004). Preschool assessment: A guide to developing a balanced approach. NJ, US: National Institute for Early Education Research.
Ginsburg, H. P., & Seo, K. H. (1999). Mathematics in children's thinking. Mathematical Thinking and Learning, 1(2), 113-129. doi: 10.1207/s15327833mtl0102_2
Gonski, D. (2018). Through growth to achievement: report of the review to achieve educational excellence in Australian schools. Commonwealth of Australia: Department of Education and Training. Retrieved from http://files.eric.ed.gov/fulltext/ED586130.pdf
Helbing, D. (2012). Agent-based modeling. Understanding Complex Systems, 25–70. https://doi.org/10.1007/978-3-642-24004-1_2
Hirst, M., Jervis, N., Visagie, K., Sojo, V., & Cavanagh, S. (2011). Transition to primary school: a review of the literature. Canberra, AU: Commonwealth of Australia.
Hodges, D., Eames, C., & Coll, R. K. (2014). Theoretical perspectives on assessment in cooperative education placements. Asia-Pacific Journal of Cooperative Education, 15, 189–207.
Huffman, L. C., Mehlinger, S. L., & Kerivan, A. S. (2000). Risk factors for academic and behavioral problems at the beginning of school. In Off to a good start: Research on the risk factors for early school problems and selected federal policies affecting children’s social and emotional development and their readiness for school. Chapel Hill, NC, US: University of North Carolina FPG Child Development Center.
Judge, S., Floyd, K., & Jeffs, T. (2014). Using mobile media devices and apps to promote young children’s learning. Young Children and Families in the Information Age, 117–131. doi: 10.1007/978-94-017-9184-7_7
Kahneman, D. (2011). Thinking, fast & slow. New York, NY, US: Farrar, Straus and Giroux.
Kashinath, S., Pearman, A., & Canales, A. (2015). Using technology to facilitate authentic assessment of bilingual preschool children. Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations, 22(1), 15–24. Retrieved from doi: 10.1044/cds22.1.15
Keating, D. P. (2007). Formative evaluation of the early development instrument: Progress and prospects. Early Education and Development, 18(3), 561-570.
Koomen, M., & Zoanetti, N. (2018). Strategic planning tools for large-scale technology-based assessments. Assessment in Education: Principles, Policy & Practice, 25(2), 200–223. doi: 10.1080/0969594X.2016.1173013
Kumar, P. C., Chetty, M., Clegg, T. L., & Vitak, J. (2019). Privacy and security considerations for digital technology use in elementary schools. In Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems (CHI '19). Association for Computing Machinery, New York (pp.1–13). doi: 10.1145/3290605.3300537
Ladd, W. (2017). School readiness: Preparing children for the transition from preschool to grade school. In Encyclopaedia on early Childhood Development School readiness. Retrieved from https://www.child-encyclopedia.com/pdf/complet/school-readiness
Lee, C-Y., & Cherner, T. S. (2015). A comprehensive evaluation rubric for assessing instructional apps. Journal of Information Technology Education: Research, 14, 21-53. Retrieved from http://www.jite.org/documents/Vol14/JITEV14ResearchP021-053Yuan0700.pdf
Majzub, R. M., & Rashid, A. A. (2012). School readiness among preschool children. Social and Behavioral Sciences, 46, 3524 – 3529.
Mariano, M., Santos-Junior, A., L. Lima, J., Perisinotto, J., Brandão, C., J. Surkan, P., … C. Caetano, S. (2019). Ready for School? A systematic review of school readiness and later achievement. Global Journal of Human-Social Science, 57–71. doi: 10.34257/gjhssgvol19is10pg57
Maxwell, K. L., & Clifford, R. C. (2004). Research in review: School «readiness» assessment. Young Children, 59(1), 42-46.
Miglino, O., Di Ferdinando, A., Schembri, M., Caretti, M., Rega, A., & Ricci, C. (2013). STELT (Smart Technologies to Enhance Learning and Teaching): una piattaforma per realizzare ambienti di realtà aumentata per apprendere, insegnare e giocare. Sistemi Intelligenti, Rivista Quadrimestrale di Scienze Cognitive e di Intelligenza Artificiale, 2, 397-404. doi: 10.1422/75364
National Association for the Education of Young Children and National Association of Early Childhood Specialists in State Departments of Education. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountability system in programs for children birth through age 8. Washington, DC. Retrieved from https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/pscape.pdf
Neumann, M. M., Anthony, J. L., Erazo, N. A., & Neumann, D. L. (2019). Assessment and technology: Mapping future directions in the early childhood classroom. Frontiers in Education, 4. doi: 10.3389/feduc.2019.00116
Panesi, S., & Ferlino, L. (2019). Using apps in formal education to improve executive functions in preschoolers. Proceedings INNODOCT/19, International Conference on Innovation, Documentation and Education. doi: 10.4995/inn2019.2019.10117
Panesi, S., Fante, C., & Ferlino, L. (2021). Online learning in kindergarten during Covid-19: Teachers’ experience and perception in Italy. Qwerty-Open and Interdisciplinary Journal of Technology, Culture and Education, 16(2), 69-86.
Papadakis, S., Vaiopoulou, J., Kalogiannakis, M., & Stamovlasis, D. (2020). Developing and exploring an evaluation tool for educational apps (ETEA) targeting kindergarten children. Sustainability, 12(4201). doi: 10.3390/su1 2104201
Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2018). Educational apps from the Android Google Play for Greek preschoolers: A systematic review. Computers & Education, 116, 139–160. doi: 10.1016/j.compedu.2017.09.007
Parlatan, M. E., & Gürler, P. (2021). Social and Emotional Skills of Pre-School Children After Distance Learning from Teacher's Perspective. Eğitim Kuram ve Uygulama Araştırmaları Dergisi, 8(1), 59-71. doi: 10.38089/ekuad.2022.98
Peth-Pierce, R. (2000). A good beginning: Sending America’s children to school with the social and emotional competence they need to succeed. Chapel Hill, NC, US: The Child Mental Health Foundations and Agencies Network.
Potmesilova, P., & Potmesil, M. (2021). Temperament and school readiness – A literature review. Frontiers in Psychology, 12. doi: 10.3389/fpsyg.2021.599411
Ramey, C. T., & Ramey, S. L. (2004). Early learning and school readiness: Can early intervention make a difference? Merrill-Palmer Quarterly, 50(4), 471-491. doi: 10.1353/mpq.2004.0034
Randel, B., & Clark, T. (2013). Measuring classroom assessment practices. In J. H. McMillan (Ed.), Handbook of Research on Classroom Assessment (145–163). Thousand Oaks, CA, US: SAGE. doi: 10.4135/9781452218649
Raver, C. C., & Knitzer, J. (2002). Ready to enter: What research tells policymakers about strategies to promote social and emotional school readiness among three- and four-year-olds. New York, NY, US: National Center for Children in Poverty.
Rosa, A., & Niewint-Gori, J. (2019). Competenze in 3D. Costruire un percorso per competenza attraverso la stampante 3D nella scuola dell’infanzia. Qwerty - Open and Interdisciplinary Journal of Technology, Culture and Education, 14(1). doi: 10.30557/qw000010
Ryan, K. E., Gandha, T., Culbertson, M. J., & Carlson, C. (2014). Focus group evidence: Implications for design and analysis. American Journal of Evaluation, 35(3), 328–345. doi: 10.1177/1098214013508300
Shonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighborhoods: The science of early childhood development. Washington, DC, US: National Academy Press.
Smorti, A. (1994). Il pensiero narrativo: costruzione di storie e sviluppo della conoscenza sociale. Firenze, IT: Giunti.
Stephen, C., & Plowman, L. (2003). Information and communication technologies in pre-school settings: A review of the literature, International Journal of Early Years Education, 11(3), 223-234. doi: 10.1080/0966976032000147343
Verdine, B. N., Irwin, C. M., Golinkoff, R. M., & Hirsh-Pasek, K. (2014). Contributions of executive function and spatial skills to preschool mathematics achievement. Journal of Experimental Child Psychology, 126, 37-51. doi: 10.1016/j.jecp.2014.02.012
Zanetti, M. A., & Beccarini, F. (2022). Materiali SR 4-5 School Readiness. Percorsi di potenziamento delle abilità di base per il passaggio alla scuola primaria. Trento, IT: Erickson.
Balfanz, R. (1999). Why do we teach young children so little mathematics? Some historical considerations. In J. Copley (Ed.), Mathematics in the early years (pp. 3-10). Reston, VA, US: NCTM.
Balfanz, R., Ginsburg, H., & Greenes, C. (2003). The big math for little kids early childhood mathematics program. Teaching Children Mathematics, 9(5), 264–268. doi: 10.5951/TCM.9.5.0264
Barnett, W. S., Lamy, C., & Jung, K. (2005). The effects of state prekindergarten programs on young children's school readiness in five states. New Brunswick, NJ, US: National Institute for Early Education Research.
Bonifacci, P., & Tobia, V. (2017). Apprendere nella scuola dell’infanzia. Lo sviluppo dei prerequisiti. Roma, IT: Carocci Editore.
Broadfoot, P., & Black, P. (2004). Redefining assessment? The first ten years of Assessment in Education. Assessment in Education, 11, pp. 7-26. doi: 10.1080/0969594042000208976
Bruner, J. (1986). Play, thought and language. Prospects: Quarterly Review of Education, 16(1), 77-83.
Bustamante, A. S., White, L. J., & Greenfield, D .B. (2017). Approaches to learning and school readiness in Head Start: Applications to preschool science. Learning and Individual Differences, 56, 112-118. doi: 10.1016/j.lindif.2016.10.012
Campbell, R. J., Robinson, W., Neelands, J., Hewston, R., & Mazzoli, L. (2010). Personalised learning: ambiguities in theory and practice. British Journal of Educational Studies, 55, 2135-154. doi: 10.1111/j.1467-8527.2007.00370. x
Carlton, M. P., & Winsler, A. (1999). School readiness: The need for a paradigm shift. School Psychology Review, 28, 338–352. doi: 10.1080/02796015.1999.12085969
Casey, B., Erkut, S., Ceder, I., & Young, J. M. (2008). Use of a storytelling context to improve girls' and boys' geometry skills in kindergarten. Journal of Applied Developmental Psychology, 29(1), 29-48. doi: 10.1016/j.appdev.2007.10.005
Chau, C. (2014). Positive technological development for young children in the context of children’s mobile apps. [PhD Dissertation. Tufts University, US]. Retrieved from http://gradworks.umi.com/3624692.pdf
Chazan-Cohen, R., Raikes, H., Brooks-Gunn, J., Ayoub, C., Pan, B.A., Kisker, E., … Fuligni, A. S. (2009). Low-income children's school readiness: parents' contributions over the first five years. Early Education & Development, 20(6), 958-977. doi: 10.1080/10409280903362402
Coggi, C., & Ricchiardi, P. (2014). La «school readiness» e la sua misura: uno strumento di rilevazione per la scuola dell’infanzia. Journal of Educational: Cultural and Psychological Studies (ECPS Journal), 1(9), 283-309.
De Feyter, J. J., & Winsler, A. (2009). The early developmental competencies and school «readiness» of low-income, immigrant children: Influences of generation, race/ethnicity, and national origins. Early Childhood Research Quarterly, 24, 411-431.
Denham, S. A. (2006). Social-Emotional Competence as Support for School Readiness: What Is It and How Do We Assess It? Early Education &Amp; Development, 17(1), 57–89. doi: 10.1207/s15566935eed1701_4
Dini, S., & Ferlino, L. (2016). Knowledge at their fingertips: kids’ learning and playing in the app age. TD Tecnologie Didattiche, 24(3), 147-155. doi: 10.17471/2499-4324/930
Dore, R. A., & Dynia, J. M. (2020). Technology and media use in preschool classrooms: Prevalence, purposes, and contexts. Frontiers in Education, 5. doi: 10.3389/feduc.2020.600305
Eckert, T. L., McIntyre, L. L., DiGennaro, F. D., Arbolino, L. A., Perry, L. J., & Begeny, J. C. (2008). Researching the transition to kindergarten for typically developing children: A literature review of current processes, practices, and programs. In D. H. Molina (Ed.), School psychology: 21st century issues and challenges (pp. 235-252). Hauppauge, NY, US: Nova Science Publishers.
Epstein, A. S., Lawrence, J., Schweinhart L. J., DeBruin-Parecki A., & Kenneth, B. R. (2004). Preschool assessment: A guide to developing a balanced approach. NJ, US: National Institute for Early Education Research.
Ginsburg, H. P., & Seo, K. H. (1999). Mathematics in children's thinking. Mathematical Thinking and Learning, 1(2), 113-129. doi: 10.1207/s15327833mtl0102_2
Gonski, D. (2018). Through growth to achievement: report of the review to achieve educational excellence in Australian schools. Commonwealth of Australia: Department of Education and Training. Retrieved from http://files.eric.ed.gov/fulltext/ED586130.pdf
Helbing, D. (2012). Agent-based modeling. Understanding Complex Systems, 25–70. https://doi.org/10.1007/978-3-642-24004-1_2
Hirst, M., Jervis, N., Visagie, K., Sojo, V., & Cavanagh, S. (2011). Transition to primary school: a review of the literature. Canberra, AU: Commonwealth of Australia.
Hodges, D., Eames, C., & Coll, R. K. (2014). Theoretical perspectives on assessment in cooperative education placements. Asia-Pacific Journal of Cooperative Education, 15, 189–207.
Huffman, L. C., Mehlinger, S. L., & Kerivan, A. S. (2000). Risk factors for academic and behavioral problems at the beginning of school. In Off to a good start: Research on the risk factors for early school problems and selected federal policies affecting children’s social and emotional development and their readiness for school. Chapel Hill, NC, US: University of North Carolina FPG Child Development Center.
Judge, S., Floyd, K., & Jeffs, T. (2014). Using mobile media devices and apps to promote young children’s learning. Young Children and Families in the Information Age, 117–131. doi: 10.1007/978-94-017-9184-7_7
Kahneman, D. (2011). Thinking, fast & slow. New York, NY, US: Farrar, Straus and Giroux.
Kashinath, S., Pearman, A., & Canales, A. (2015). Using technology to facilitate authentic assessment of bilingual preschool children. Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations, 22(1), 15–24. Retrieved from doi: 10.1044/cds22.1.15
Keating, D. P. (2007). Formative evaluation of the early development instrument: Progress and prospects. Early Education and Development, 18(3), 561-570.
Koomen, M., & Zoanetti, N. (2018). Strategic planning tools for large-scale technology-based assessments. Assessment in Education: Principles, Policy & Practice, 25(2), 200–223. doi: 10.1080/0969594X.2016.1173013
Kumar, P. C., Chetty, M., Clegg, T. L., & Vitak, J. (2019). Privacy and security considerations for digital technology use in elementary schools. In Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems (CHI '19). Association for Computing Machinery, New York (pp.1–13). doi: 10.1145/3290605.3300537
Ladd, W. (2017). School readiness: Preparing children for the transition from preschool to grade school. In Encyclopaedia on early Childhood Development School readiness. Retrieved from https://www.child-encyclopedia.com/pdf/complet/school-readiness
Lee, C-Y., & Cherner, T. S. (2015). A comprehensive evaluation rubric for assessing instructional apps. Journal of Information Technology Education: Research, 14, 21-53. Retrieved from http://www.jite.org/documents/Vol14/JITEV14ResearchP021-053Yuan0700.pdf
Majzub, R. M., & Rashid, A. A. (2012). School readiness among preschool children. Social and Behavioral Sciences, 46, 3524 – 3529.
Mariano, M., Santos-Junior, A., L. Lima, J., Perisinotto, J., Brandão, C., J. Surkan, P., … C. Caetano, S. (2019). Ready for School? A systematic review of school readiness and later achievement. Global Journal of Human-Social Science, 57–71. doi: 10.34257/gjhssgvol19is10pg57
Maxwell, K. L., & Clifford, R. C. (2004). Research in review: School «readiness» assessment. Young Children, 59(1), 42-46.
Miglino, O., Di Ferdinando, A., Schembri, M., Caretti, M., Rega, A., & Ricci, C. (2013). STELT (Smart Technologies to Enhance Learning and Teaching): una piattaforma per realizzare ambienti di realtà aumentata per apprendere, insegnare e giocare. Sistemi Intelligenti, Rivista Quadrimestrale di Scienze Cognitive e di Intelligenza Artificiale, 2, 397-404. doi: 10.1422/75364
National Association for the Education of Young Children and National Association of Early Childhood Specialists in State Departments of Education. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountability system in programs for children birth through age 8. Washington, DC. Retrieved from https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/pscape.pdf
Neumann, M. M., Anthony, J. L., Erazo, N. A., & Neumann, D. L. (2019). Assessment and technology: Mapping future directions in the early childhood classroom. Frontiers in Education, 4. doi: 10.3389/feduc.2019.00116
Panesi, S., & Ferlino, L. (2019). Using apps in formal education to improve executive functions in preschoolers. Proceedings INNODOCT/19, International Conference on Innovation, Documentation and Education. doi: 10.4995/inn2019.2019.10117
Panesi, S., Fante, C., & Ferlino, L. (2021). Online learning in kindergarten during Covid-19: Teachers’ experience and perception in Italy. Qwerty-Open and Interdisciplinary Journal of Technology, Culture and Education, 16(2), 69-86.
Papadakis, S., Vaiopoulou, J., Kalogiannakis, M., & Stamovlasis, D. (2020). Developing and exploring an evaluation tool for educational apps (ETEA) targeting kindergarten children. Sustainability, 12(4201). doi: 10.3390/su1 2104201
Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2018). Educational apps from the Android Google Play for Greek preschoolers: A systematic review. Computers & Education, 116, 139–160. doi: 10.1016/j.compedu.2017.09.007
Parlatan, M. E., & Gürler, P. (2021). Social and Emotional Skills of Pre-School Children After Distance Learning from Teacher's Perspective. Eğitim Kuram ve Uygulama Araştırmaları Dergisi, 8(1), 59-71. doi: 10.38089/ekuad.2022.98
Peth-Pierce, R. (2000). A good beginning: Sending America’s children to school with the social and emotional competence they need to succeed. Chapel Hill, NC, US: The Child Mental Health Foundations and Agencies Network.
Potmesilova, P., & Potmesil, M. (2021). Temperament and school readiness – A literature review. Frontiers in Psychology, 12. doi: 10.3389/fpsyg.2021.599411
Ramey, C. T., & Ramey, S. L. (2004). Early learning and school readiness: Can early intervention make a difference? Merrill-Palmer Quarterly, 50(4), 471-491. doi: 10.1353/mpq.2004.0034
Randel, B., & Clark, T. (2013). Measuring classroom assessment practices. In J. H. McMillan (Ed.), Handbook of Research on Classroom Assessment (145–163). Thousand Oaks, CA, US: SAGE. doi: 10.4135/9781452218649
Raver, C. C., & Knitzer, J. (2002). Ready to enter: What research tells policymakers about strategies to promote social and emotional school readiness among three- and four-year-olds. New York, NY, US: National Center for Children in Poverty.
Rosa, A., & Niewint-Gori, J. (2019). Competenze in 3D. Costruire un percorso per competenza attraverso la stampante 3D nella scuola dell’infanzia. Qwerty - Open and Interdisciplinary Journal of Technology, Culture and Education, 14(1). doi: 10.30557/qw000010
Ryan, K. E., Gandha, T., Culbertson, M. J., & Carlson, C. (2014). Focus group evidence: Implications for design and analysis. American Journal of Evaluation, 35(3), 328–345. doi: 10.1177/1098214013508300
Shonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighborhoods: The science of early childhood development. Washington, DC, US: National Academy Press.
Smorti, A. (1994). Il pensiero narrativo: costruzione di storie e sviluppo della conoscenza sociale. Firenze, IT: Giunti.
Stephen, C., & Plowman, L. (2003). Information and communication technologies in pre-school settings: A review of the literature, International Journal of Early Years Education, 11(3), 223-234. doi: 10.1080/0966976032000147343
Verdine, B. N., Irwin, C. M., Golinkoff, R. M., & Hirsh-Pasek, K. (2014). Contributions of executive function and spatial skills to preschool mathematics achievement. Journal of Experimental Child Psychology, 126, 37-51. doi: 10.1016/j.jecp.2014.02.012
Zanetti, M. A., & Beccarini, F. (2022). Materiali SR 4-5 School Readiness. Percorsi di potenziamento delle abilità di base per il passaggio alla scuola primaria. Trento, IT: Erickson.