Gelijke onderwijskansen
- LienDe Marie
Wist u dat 13% van de Vlaamse kinderen en jongeren opgroeit in een kansarm gezin? En dat armoede een nefaste impact heeft op de ontwikkeling en de toekomst van deze kinderen? Het percentage zag u misschien eerder verschijnen, toch kijkt u machteloos toe hoe kansarmoede voor meer dan 170.000 Vlaamse kinderen realiteit is.
Het Vlaamse onderwijs
Onderwijs in Vlaanderen beoogt gelijke onderwijskansen voor alle leerlingen na te streven. Het doel van onderwijs is de cyclus van kansarmoede doorbreken, dit wil zeggen dat leerlingen op school presteren ongeacht de gezinssituatie waarin ze opgroeien.
Het PISA-onderzoek vergelijkt om de drie jaar de schoolprestaties van 15-jarige studenten uit verschillende landen. De recente PISA-resultaten tonen aan dat Vlaanderen er opnieuw niet in slaagt om gelijke kansen te bieden aan alle leerlingen. Meer nog, de Vlaamse kloof in schoolpresentaties tussen kansarme en kansrijke leerlingen behoort tot de grootste in Europa. Huidige initiatieven in het Vlaamse onderwijs kunnen de kloof dus niet wegwerken. Integendeel, de prestatiekloof blijft stabiel over de jaren heen.
De ontbrekende schakel?
Het project ‘Zet je EF-bril op’ wil aan ongelijke onderwijskansen iets doen. Dit doet men door in de kleuterklas te werken aan de ‘executieve functies’. Dit zijn de zelfsturende vaardigheden die mensen gebruiken om hun gedrag, gedachten en emoties te sturen. Goede executieve functies helpen om impulsen te beheersen, emoties onder controle te houden en flexibel na te denken en te handelen. Zwakke executieve functies daarentegen zijn reeds op kleuterleeftijd gerelateerd aan latere gedragsproblemen, aan zwakkere schoolprestaties en aan mindere levenskwaliteit in het algemeen.
De kleuterleeftijd is een kritische periode waarin de zelfsturende vaardigheden sterk ontwikkelen, op voorwaarde dat ze getraind worden. In kansarme gezinnen worden deze vaardigheden echter minder geoefend. Armoede maakt het voor ouders moeilijker om sensitief en responsief om te gaan met hun kind, aangezien hun energie vooral gaat naar overleven in stressvolle omstandigheden. Dit is één van de mogelijke verklaringen waarom kansarme kinderen over gemiddeld zwakkere executieve functies beschikken.
Gezien de nefaste gevolgen van zwakke executieve functies is het belangrijk om vroeg op te treden en preventief die vaardigheden te stimuleren. Het kleuteronderwijs biedt de uitgelezen kans om vroeg en dus preventief de gevolgen van kansarmoede aan te pakken.
Naar buitenlands voorbeeld
Het project van Odisee Hogeschool in Aalst baseert zich op veelbelovende resultaten van buitenlandse kleuterprogramma’s. Zo scoorden kleuters die deelnamen aan het Amerikaanse Tools of The Mind-programma beduidend beter op een executieve functie-taak dan kleuters die het reguliere onderwijsprogramma volgden. De Amerikaanse onderzoekers vonden bovendien de grootste verbetering bij kansarme kleuters. Kortom, buitenlandse initiatieven tonen aan dat executieve functies (EF) getraind kunnen worden in de kleuterklas en daarom heeft Odisee Hogeschool in Aalst een Vlaamse training ontwikkeld.
De training bestaat uit drie bouwstenen: de EF-interactie, de EF-activiteiten en de EF-organisatie. Tijdens de EF-interactie probeert de leerkracht om de kleuters bewust te laten nadenken over hun mentale processen tijdens het uitvoeren van taken. EF-activiteiten in de klas, gebaseerd op de activiteiten van het Tools of The Mind-programma, werden gekozen met het doel de executieve functies te stimuleren. Denk aan rijk rollenspel en bewegingsspelen. Overgangsmomenten tussen activiteiten, de EF-organisatie, worden zo ingericht opdat ook deze de ontwikkeling van de executieve functies ten goede zouden komen. De bouwstenen werden verder geconcretiseerd zodat leerkrachten ermee aan het werk kunnen. Het is echter niet de bedoeling dat leerkrachten onopgeleid aan de slag gaan. Het begeleidingstraject start met een pedagogische studiedag en nadien gaan de leerkrachten dertien weken doelgericht en concreet aan de slag in hun klas.
Preventief effect
Om het wetenschappelijke aspect van het project te bewaken, werd nauw samengewerkt met de faculteit Psychologie en Pedagogische Wetenschappen van KU Leuven, onder leiding van Prof. Dr. Dieter Baeyens en Prof. Drs. Jantine Spilt. In wat volgt wordt de effectiviteit van de Vlaamse training beschreven.
Ten eerste ging het onderzoek na of de training een positieve invloed had op de executieve functies van kleuters en op hun gedrag. De tweede onderzoeksvraag ging na of de training effectiever was voor kansarme kleuters. Gezien de gemiddeld zwakkere executieve functies hebben kansarme kleuters mogelijks meer baat bij een training.
De steekproef van het onderzoek bestond uit een controle groep en uit twee experimentele groepen, waarin de leerkrachten een training aanboden volgens de didactiek van Odisee Hogeschool. Of er al dan niet verbetering was opgetreden tussen de voor- en nameting werd nagegaan door testing van de kleuters en door de afname van vragenlijsten bij leerkrachten en ouders.
De data van de klasleerkrachten leverde een preventief effect van de training op voor kansarme kleuters. De training kon de toename van executieve functie-problemen voorkomen in de groep van de kansarme kleuters, waardoor de kloof met de kansrijke kleuters niet toenam. De overige data leverde geen trainingseffecten op. De reden voor die insignificante resultaten kan vervolgonderzoek in de tweede cyclus van het project helpen uitwijzen. Bovendien kan men nagaan of er na één jaar effecten op vlak van zelfsturing, gedrag en schoolse vaardigheden gevonden worden. Op lange termijn hoopt men dat de training positieve gevolgen zal hebben op de schoolprestaties in de lagere en secundaire school, met als ultieme doel gelijke onderwijskansen voor alle leerlingen. Ongeacht de thuissituatie van een kind.
Voor meer informatie over het project kunt u surfen naar www.EF-bril.be
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