Implementing a Web Application Screener for Preschoolers: Executive Functions and School Readiness

Nikolaos C. Zygouris; Kafenia Botsoglou; Georgios Dimitriou; Olympia  Axelou; Panagiotis  Oikonomou; Eleftheria  Beazidou; Grigoris D.  Tziallas

doi:10.3991/ijep.v13i6.38399

Authors

Nikolaos C. Zygouris Assistant Professor and Director of Digital Neuropsychological Assessment laboratory, Department of Computer Science and Telecommunications, faculty of Sciences, University of Thessaly https://orcid.org/0000-0001-8348-6533
Kafenia Botsoglou University of Thessaly https://orcid.org/0000-0003-2140-2079
Georgios Dimitriou Department of Informatics and Telecommunications, University of Thessaly, Lamia, Greece https://orcid.org/0000-0002-1726-9044
Olympia Axelou Department of Electrical and Computer Engineering, University of Thessaly, Volos, Greece https://orcid.org/0000-0001-8093-5882
Panagiotis Oikonomou Department of Informatics and Telecommunications, University of Thessaly, Lamia, Greece https://orcid.org/0000-0002-5564-2591
Eleftheria Beazidou Special Education Department, University of Thessaly, Volos, Greece https://orcid.org/0000-0003-0648-5515
Grigoris D. Tziallas Special Education Department, University of Thessaly, Volos, Greece https://orcid.org/0009-0006-3058-2015

DOI:

https://doi.org/10.3991/ijep.v13i6.38399

Keywords:

preschool children, web application screener, school readiness, executive functions

Abstract

Web applications can be constructed to assess the executive functions and literacy skills of preschool aged children using a variety of research protocols. This work describes such a web application and its research protocol with tasks that screen inhibition, auditory and visual working memory, letter sound connection, word identification, and cognitive flexibility. The application was tested on a group of 65 preschoolers with cognitive deficits whose parents were advised to allow their children to reattend kindergarten classes and a control group of 65 typically achieving peers of similar age and gender. The results revealed that children at the age of four and five years old with cognitive deficits presented lower scores of correct answers and larger latencies in all six tasks compared to children that participated in the control group.

Author Biography

Kafenia Botsoglou, University of Thessaly

Professor / Pedagogy: Contemporary Pedagogical Approaches-Didactics and Methodology, Department of Special Education, University of Thessaly, Volos, Greece