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Learning4Kids

Financiado

Cerrado

App based Learning for Kindergarten Children at Home

Children’s literacy and mathematical competencies are a critical platform for their successful functioning as individuals in society. However, many children, in particular those with low socio-economic status (SES) backgrounds who... ver más

31/01/2025

LMU MUENCHEN

1M€

Presupuesto del proyecto: 1M€

Líder del proyecto

LUDWIGMAXIMILIANSUNIVERSITAET MUENCHEN No se ha especificado una descripción o un objeto social para esta compañía.

TRL 4-5

Fecha límite participación Sin fecha límite de participación.

Ver 2 Participantes

Financiación concedida El organismo H2020 notifico la concesión del proyecto el día 2025-01-31

ERC-2018-STG: ERC Starting Grant

I+D

Cerrada hace 7 años

0% 100% 100%

Información adicional privada

No hay información privada compartida para este proyecto. Habla con el coordinador.

2 Participantes

LMU MUENCHEN

1.50M€ | Lider

OLIVER Y BATLLE

614.78K€ | Participante

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Duración del proyecto: 74 meses Fecha Inicio: 2018-11-06
Fecha Fin: 2025-01-31

Líder del proyecto

LUDWIGMAXIMILIANSUNIVERSITAET MUENCHEN No se ha especificado una descripción o un objeto social para esta compañía.

TRL 4-5

Presupuesto del proyecto 1M€

Fecha límite de participación Sin fecha límite de participación.

Descripción del proyecto Children’s literacy and mathematical competencies are a critical platform for their successful functioning as individuals in society. However, many children, in particular those with low socio-economic status (SES) backgrounds who may not receive the home support needed to develop to their full potential, are at risk of not reaching sufficient competence levels. The overall aim of this project is to develop innovative computer tablet applications (‘apps’) and test whether the apps support parents in the provision of high-quality home learning environments (HLEs) and consequently, impact positively on the short- and long-term development of children’s competencies. Specifically, the project objectives are to 1) identify, engage and retain families with low SES; 2) use tablet-based, easy-to-apply interventions to improve the quality of the HLE, encourage participation, remind families to use the apps, control the app usage, and provide feedback to parents; 3) unravel the specific approaches within the intervention that influence either the development of children’s literacy or mathematical competencies. I will use a multi-method intervention approach and draw on expertise from psychology, education, and didactics to evaluate the effectiveness of the apps. This project exploits new technological possibilities afforded by smart phones and tablet computers that are very common nowadays in European families. The results will lead to empirically tested, inexpensive software that will be accessible to the general public due to low download fees. Whilst offering substantive advances for the scientific fields of psychology and education, this project also has broad societal implications. Improving young children’s learning trajectories is both a social and economic imperative as it equips them to achieve greater individual success and also to contribute to the economy. The projected improvement in the HLE for young children will thus positively influence European society.

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