A new free screening tool has been developed for kindergarten teachers to identify children's needs early.

1. Background

The kindergarten or early childhood education stage is a period for laying the foundation for a child's development. Skills such as language ability, social skills, emotional regulation, self-control, and the ability to respond to instructions and rules become crucial for learning and group life after entering elementary school. If there are delays or weaknesses in these abilities at the time of kindergarten entry and they go unnoticed and unaddressed, they may develop into problems that are difficult to remedy after entering elementary school.

There have been several assessment scales and screening methods to evaluate "school readiness." However, many of these have challenges such as being time-consuming, requiring specialized training, being costly, and placing a significant burden on teachers. There are also concerns that the assessment results may lead to "high-stakes" decisions.

Against this backdrop, the College of Education and Human Development at the University of Missouri developed a simple screening tool that is easy to use and allows for early detection.

2. Tool Content and Method

The main features of this "three-question screener" are as follows:

• Number of Questions: Three

• Evaluation Target: Teachers evaluate each child's progress in academic readiness and social-emotional/behavior readiness.

• Scale: 0 to 4 scale. 0 = poor to 4 = excellent

• Time Required: Approximately 10 to 15 minutes for the entire class. Designed for quick implementation with minimal preparation or training for teachers.

• Purpose: Not for making significant decisions (e.g., special support, advancement eligibility), but as a tool for teachers to identify potential support needs of children and find areas for early intervention.

The research is led by Professor Melissa Stormont (Special Education), and this study is published in the Journal of Behavioral Education. Phys.org

3. Overview of the Empirical Study

Location and Participants

• Location: Kindergarten classes in a school district in Missouri

• Number of Teachers: 19Phys.org

• Number of Children: Approximately 350 kindergartenersPhys.org

Timing and Procedure

• Evaluation using this screener is conducted immediately after kindergarten entry or at the beginning of the term.

• Teachers evaluate "academic readiness" and "social-behavioral readiness" or a combination thereof.

• Teachers answer three questions, evaluating each child on a scale of 0 to 4.

Results

• Approximately 25% of children were evaluated by teachers as "not fully prepared." Children deemed unprepared included those needing support in both academic and social-emotional areas, or in one of these areas. Phys.org

• Children deemed unprepared may show significant improvement with minor support (e.g., a few minutes of extra practice daily, assistance in understanding instructions at once). It is useful in addressing issues before they become significant delays or problems. Phys.org

4. Significance and Advantages

• Early Detection: Teachers can identify children who need support before problems become apparent.

• Reduced Teacher Burden: Simpler and quicker than traditional assessments and tests. Requires little to no specialized training.

• Low Cost/Free to Use: Easily implemented in schools and regions with limited budgets and resources.

• Facilitates Teacher Planning: By understanding which children need what kind of support, it serves as a guide for incorporating educational activities, supplementary lessons, and behavioral support.

• Promotes a Shift in Mindset: Contributes to expanding the approach of "seeing and addressing with care early" rather than "dealing with problems after they become visible." Professor Stormont emphasizes this mindset. Phys.org

5. Limitations and Cautions

• Not a Diagnostic Tool: This screening is a preliminary evaluation. More detailed assessments are necessary for significant decisions such as determining special support. Phys.org

• Subjectivity of Teachers: The 0 to 4 evaluation depends on the teacher's judgment, leading to potential differences and variability in evaluation standards.

• Cultural and Linguistic Background Differences: Consideration is needed to maintain fairness in evaluating social-emotional readiness and academic readiness for children from different home and language environments.

• Follow-up System: Without additional instruction/support/resources for children identified as "in need of support" through screening, there is a risk of only discovering issues without addressing them. Coordination with support systems is essential.

6. Future Prospects

• Dissemination and Integration into Systems: Currently, this tool is not mandated as part of national or state systems in the U.S., but it may be adopted at the educational administration level in the future. Phys.org

• Research on Application in Other Languages and Cultures: Research is expected to verify the effectiveness and fairness of this tool in regions with different language backgrounds and cultures.

• Standardization of Teacher Training: Development of teacher training and evaluation guides to enhance consistency in evaluations.

• Effectiveness Measurement of Support Interventions: Conduct follow-up studies to clarify the most effective support methods by tracking what kind of support yields what level of effectiveness for children identified as needing support through screening.

7. Applicability in Japan

In Japan, there are widely available early childhood education and care facilities such as kindergartens, nursery schools, and certified child centers, and the importance of free early childhood education and care and early education and developmental support in early childhood is being recognized. This screening tool is likely to be useful in Japan for the following reasons:

1. Understanding at the Time of Enrollment or Advancement
   　Before enrollment or at the beginning of the school year, it is possible to easily grasp the developmental status of children. Nursery teachers and kindergarten teachers can identify "which child needs a little attention in which area."
   
   

2. Can Be Implemented with Limited Time and Resources
   　Even in schools with limited staff and time, the entire class can be screened in about 10 to 15 minutes, which is attractive.
   
   

3. Linkage with Early Support for Developmental Disabilities and Language Delays
   　It can serve as an opportunity to quickly identify children who need developmental or language development support and to collaborate with specialized institutions and health, welfare, and educational institutions.
   
   

4. Consideration of Regional and Cultural Differences
   　Standardization of evaluation criteria and localization that incorporates cultural and language differences are necessary. For example, differences in multilingual families, differences in childcare experiences at home, and differences in childcare and educational content by region and school.
   
   

5. Possibility of Administrative and Institutional Introduction
   　In Japan, there are already developmental checks and support systems by school districts at municipal and prefectural boards of education, so there may be movements to incorporate this type of tool into the system.

Conclusion

This three-question screening tool is a simple and practical method that enables earlier "awareness" and repeated "care" in the field of kindergarten education and early childhood development support.

While it does not bear the responsibility for significant decisions, teachers have found that many children are not fully prepared at the time of enrollment, and if support for improving learning, social skills, and behavior is provided early, the effects on subsequent growth are likely to be significant. By introducing and adapting similar tools in Japan, it is possible to enhance the quality of early childhood education and enable all children to have a better start.

List of Reference Articles

• New free screening tool helps kindergarten teachers spot student needs early — Phys.org Phys.org

• Screening kindergarten readiness — Phys.org (2019) Phys.org

• New teacher screening tool can help identify failing kindergarteners early — Phys.org (2016) Phys.org##HTML_TAG_