Extra schermtijd voor kleuters, een booster om te leren lezen?

Genica Fae
Bautista

Smartphones, laptops, tablets, ze zijn niet meer weg te denken uit het leven van jonge kinderen.

Via apps leren lezen? Kan het, en is het beter? Genica Fae Bautista trachtte deze vragen te beantwoorden in haar scriptie. Met een voorzichtig “ja, maar” als antwoord.

Smartphones, laptops, tablets, ze zijn niet meer weg te denken uit het leven van jonge kinderen. En deze digitale media vinden ook steeds vaker hun weg naar de klas. Samen naar een filmpje kijken, een luisterverhaal bekijken en beluisteren, een rekenspelletje spelen, … Voor vele kleuters een bijna dagelijkse activiteit, ook in de klas. Maar is het werken met deze digitale media, en dan vooral “educatieve technologie” – digitale media die worden ingezet om het leren van ook jonge kinderen te stimuleren – een zegen of een vloek voor de ontwikkeling van deze kinderen? Genica Fae Bautista zoomde in haar scriptie hier op in. Ze analyseerde de resultaten van het internationale onderzoek naar de mogelijke meerwaarde van educatieve technologie voor de vroege leesontwikkeling van kleuters: werkt het, en zo ja wat werkt?

Kleuters leren lezen!

Al lang voor de start van het eerste leerjaar ontwikkelen kinderen belangrijke vaardigheden om te leren lezen. Kleuters leren rijmen (koek rijmt op boek), herkennen klanken in een woord (ik hoor oe in koek en in boek), herkennen letters (dit is de k, net zoals in mijn naam!), … allemaal belangrijke bouwstenen om in het eerste leerjaar vlot te leren lezen. In het kleuteronderwijs krijgen deze vaardigheden dan ook de nodige aandacht, en ook ontwikkelaars van educatieve technologie hebben hier oog voor.

Schermtijd om te leren lezen?

Maar wordt de leesontwikkeling van kinderen gestimuleerd door te werken met digitale media? Genica Fae Bautista ging systematisch op zoek naar alle beschikbare studies over het thema. Ze analyseerde in het totaal 60 studies die verschenen in internationale wetenschappelijke tijdschriften. Een eerste vraag die ze daarbij stelde, was “werkt het?”. En op basis van de beschikbare studies, was het antwoord: “het werkt … maar niet noodzakelijk beter dan andere manieren om de vroege leesontwikkeling te stimuleren”. De meeste studies wezen op een betere ontwikkeling van vroege leesvaardigheden bij kinderen die werkten met educatieve technologie dan bij kinderen die dat niet deden. Maar het verschil was vooral aanwezig als de eerste groep van kinderen vergeleken werd met kinderen die niets extra aangeboden kregen en dus gewoon het aanbod in de klas volgden. In vergelijking met kinderen die een extra aanbod kregen, al dan niet met digitale media, waren de verschillen beperkter.

En als het werkt, “wat werkt er dan?”

Om die vraag te beantwoorden keek Genica Fae Bautista naar de kenmerken van de kinderen die deelnamen aan de studies, de concrete tool die werd gebruikt en de wijze waarop de leerkracht ermee aan de slag ging. Maar daarover was het onderzoek veel beperkter. Deze kenmerken kregen telkens in slechts enkele onderzoeken aandacht. De resultaten hierover zijn dan ook niet meer dan eerste indicaties die verder onderzoek vragen. En wat waren deze eerste indicaties? De kennis en vaardigheden die kinderen al over lezen hebben spelen een rol, de begeleiding die wordt aangeboden in de tool, en ook de wijze waarop de leerkracht ermee aan de slag gaat.

Dus een kleine booster?

Het is minstens even sterk, dat kunnen we voorzichtig besluiten. Werken met educatieve technologie werkt minstens even stimulerend, en vaak ook extra stimulerend. Dus extra schermtijd kan de ontwikkeling van vroege leesvaardigheden bij kleuters boosten … maar de sterkte van de booster moet nog verder onderzocht worden: onder welke omstandigheden werkt het optimaal? Vanavond dan toch opnieuw dat luisterverhaal samen bekijken en beluisteren, en morgen samen letters zoeken op het scherm? Ja, maar naar het wondermiddel is er nog verder (onder)zoekwerk!

Bibliografie

Verwijzingen met een asterisk duiden op studies die in de systematische evaluatie zijn opgenomen.

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Universiteit of Hogeschool
KU Leuven
Thesis jaar
2022
Promotor(en)
Prof. Dr. Joke Torbeyns, Prof. Dr. Pol Ghesquière