Digital Educational Therapy: Pioneering new Paths During the Corona Pandemic

Das schulische Leben und Lernen von Kindern und Jugendlichen hat sich in Deutschland seit März 2020 aufgrund der Corona-Pandemie über einen längeren Zeitraum stark verändert. Ebenso konnte durch die Kontaktbeschränkungen Lerntherapie nicht wie gewohnt stattfinden. In der Lerntherapie werden Kinder und Jugendliche, die Schwierigkeiten im Erwerb von Lesen, Schreiben und/oder Rechnen haben, unterstützt. Ziel dieser Studie ist es herauszufinden, wie Lerntherapie seit Beginn der Corona-Pandemie stattfand und wie dabei die Medienkompetenz sowie die lerntherapeutische Kompetenz auf Distanz von Lerntherapeutinnen und -therapeuten eingeschätzt wurde. Die bundesweite Studie wurde zwischen Juni und November 2020 mittels einer Online-Umfrage durchgeführt. Es nahmen 69 Lerntherapeutinnen und -therapeuten teil (weiblich = 60; 87 %; Alter: M = 50.18; SD = 8.76). Die Ergebnisse zeigen, dass die Zahl der geförderten Schülerinnen und Schüler seit dem Beginn der Pandemie niedriger ist als davor. Ein grosser Teil der Schülerinnen und Schüler wurde zwischenzeitlich ausschliesslich auf Distanz gefördert. Fast alle Lerntherapeutinnen und -therapeuten können Arbeitsblätter und Präsentationen digital herstellen, jedoch werden digitale diagnostische Werkzeuge kaum oder gar nicht genutzt. Ebenso möchte nur die Hälfte der Befragten Lerntherapie auf Distanz auch in Zukunft einsetzen. Weiterhin konnten Zusammenhänge zwischen der Medien- und lerntherapeutischen Kompetenz auf Distanz festgestellt werden. In diesem Bereich ist weitere Forschung notwendig und sollte weitere Faktoren bei Lerntherapeutinnen und -therapeuten, Schülerinnen und Schülern sowie Eltern berücksichtigen.Due to the Corona pandemic, school life and learning has changed for children and adolescents in Germany since March 2020 for a longer period. Likewise, educational therapy could not take place as usual due to the contact restrictions. Educational therapy provides support to students who have difficulties in reading, writing and/or arithmetic. Aim of this study is to determine how educational therapy took place since the beginning of the Corona pandemic and how media literacy and competence in distance educational therapy are estimated by educational therapists. The nationwide study was conducted between June and November 2020 via an online survey. Sixty-nine educational therapists participated (female = 60; 87 %; age: M = 50.18; SD = 8.76). Results show that since the beginning of the pandemic the number of supported students is lower than before. A large part of the students was only supported at distance in the meantime. Almost all educational therapists can produce worksheets and presentations digitally, but digital diagnostic tools are hardly used or not used at all. Likewise, only half of the participants would like to use educational therapy at distance in the future. Furthermore, correlations between media literacy and competence in distance educational therapy could be found. Further research should consider additional factors in educational therapist, students and parents

Competition as rational action : why young children cannot appreciate competitive games

Understanding rational actions requires perspective taking both with respect to means and with respect to objectives. This study addresses the question of whether the two kinds of perspective taking develop simultaneously or in sequence. It is argued that evidence from competitive behavior is best suited for settling this issue. A total of 71 kindergarten children between 3 and 5 years of age participated in a competitive game of dice and were tested on two traditional false belief stories as well as on several control tasks (verbal intelligence, inhibitory control, and working memory). The frequency of competitive poaching moves in the game correlated with correct predictions of mistaken actions in the false belief task. Hierarchical linear regression after controlling for age and control variables showed that false belief understanding significantly predicted the amount of poaching moves. The results speak for an interrelated development of the capacity for “instrumental” and “telic” perspective taking. They are discussed in the light of teleology as opposed to theory use and simulation

Monetary policy in a currency area

SIGLEAvailable from Bibliothek des Instituts fuer Weltwirtschaft, ZBW, Duesternbrook Weg 120, D-24105 Kiel W 625 (68) / FIZ - Fachinformationszzentrum Karlsruhe / TIB - Technische InformationsbibliothekDEGerman

Die Studenten und das Studium der Kunstgeschichte um 1900

Peer Reviewe

The Role of Cognitive Skills, Sex, and Parental Education for Social–Emotional Skills: A Cross-Sectional Study on the WPPSI-IV Performances of Children Aged 3 to 5 Years

Background: Current research suggests that knowledge about the relationship between cognition and social–emotional skills in preschoolers is important to better understand child development. The present study investigated possible effects of cognitive skills measured by the Wechsler Primary and Preschool Scale—Fourth Edition (WPPSI-IV), children’s sex, and parental educational level on social–-emotional skills measured by the Developmental Test 6 Months to 6 Years—Revision (ET 6-6 R) for children aged 3 to 5. Methods: Statistical analyses were based on a sample of N = 93 children (47 females, 46 males). First, bivariate correlations among relevant WPPSI-IV index scores, the ET social–emotional quotient, children’s sex, and parental educational level were calculated to identify possible significant associations between the variables under investigation. Subsequently, two multiple regression analyses were conducted to test for the hypothesized main effects of cognitive skills, children’s sex, and parental educational level on social–emotional skills. Finally, a moderated multiple regression analysis was carried out to investigate whether possible effects of cognitive skills on social–emotional skills were moderated by children’s sex and parental educational level. Results: Regression analyses indicated that visual–spatial skills measured by the WPPSI-IV and children’s sex have both a small but significant main effect on social–emotional skills. The main effect of sex was due to the fact that, on average, females achieved higher scores on the measure of social–emotional skills than males. Conclusions: The present findings suggest that the WPPSI-IV represents a suitable test battery for the assessment of those cognitive skills, which might play a reasonable role in social–emotional developmen