Editor-in-Chief
Silvio Scanagatta

Executive Committee

Ursula Apitzsch, Gianluca Argentin, Jean-Louis Derouet, François Dubet, Charles Glenn, Paolo Landri, Valeria Pandolfini, Marco Pitzalis, Luisa Ribolzi, Emanuela Rinaldi, Mariagrazia Santagati, Roberto Serpieri, Francesca Setiffi, Alison Taysum, Carlos Alberto Torres, Assunta Viteritti, Catherine Yan Wang

International Scientific Board

Management Staff
Managing editor
Francesca Setiffi

Editorial Assistants
Antonio Cocozza, Gian Paolo Lazzer, Maurizio Merico, Valeria Pandolfini, Emilia Emanuela Rinaldi

Review article editor -
Book review editor
Maddalena Colombo

Interview editor
Barbara Segatto

KEEP INFORMED

 

For Italian Law
Iscrizione n.2165 - 13.02.2009 - Registro Stampa Tribunale di Padova

Direttore Responsabile: Giulia Golo

Assessment of Learning to Learn in Early Childhood: An Italian Framework

TitleAssessment of Learning to Learn in Early Childhood: An Italian Framework
Publication TypeJournal Article
Year of Publication2016
AuthorsStringher C
Secondary TitleItalian Journal of Sociology of Education
Volume8
Issue1
Pagination102-128
Date Published02/2016
PublisherPadova University Press
Place PublishedPadova, IT
ISSN Number2035-4983
Keywordsassessment, early childhood, learning to learn, non cognitive competencies
Abstract

Internationally, the importance of non-cognitive competencies determining success in life is widely recognized (Blair, 2002; Heckman, 2008; OECD ESP, 2015). Among long-term outcomes correlated with such competencies, researchers include the capacity of individuals to participate in society and in the labor market; lower crime rates and involvement in health- impairing activities (Heckman, 2008). Learning to learn could play a connecting role between cognitive and non-cognitive competencies (Shonkoff & Phillips, 2000). Listed among the eight European key competencies (EU Communities, 2006), this is a complex concept which has recently re-attracted the interest of researchers worldwide (Deakin Crick et al., 2014; Stipek, 2012). This paper analyses the notion of learning to learn (Stringher, 2014) for the development of an assessment battery providing teachers with essential information on the current state of learning competence in preschool children. This assessment serves formative purposes and represents a basis for interventions geared at children’s optimal development, in coherence with national curricular guidelines (MIUR, 2012) and with the recent European Quality Framework for ECEC (EU Commission, 2014). The paper addresses the theoretical basis of tool development, areas of assessment and relevant rationale behind these choices. A roadmap for the empirical phase of the validation study is also sketched.

URLhttp://ijse.padovauniversitypress.it/2016/1/6
DOI10.14658/pupj-ijse-2016-1-6
Paper: