THE EFFECTIVENESS OF DIFFERENTIATED INSTRUCTION IN PRESCHOOL EDUCATION. A CASE STUDY

Mitsi Polyxeni

Abstract


In the context of the ever-increasing structural changes, high demands and pedagogical challenges of the modern educational reality, the need to search for innovative alternative teaching methods that will contribute to the dynamic exploration and redefinition of the concept of effective school learning becomes imperative. Based on this logic and given the multifaceted heterogeneity of the student population in terms of learning readiness, interests and learning profile, it seems that Differentiated Instruction constitutes a modern teaching perspective capable of responding to the complexity of the multi-level activation of the psycho-spiritual potential of each student, in the acquisition of skills, in their active involvement in the teaching process and in the development of motivation for the construction of new knowledge. The purpose of this research study is to briefly present the effectiveness of Differentiated Instruction when applied in preschool education during the 2023-2024 school year. In order to quantitatively investigate the didactic utilization of Differentiated Instruction in the educational process, an experimental application is presented in which an observation key was used as a research tool. The results of the research demonstrated the maximization of the all-round development of all students in mixed-ability classes and highlighted the dynamics of Differentiated Instruction in terms of activating interest and the ability to enhance cognitive and metacognitive skills. The research findings, although limited, constitute the impetus for strengthening scientific and pedagogical dialogue and reflection on the meaning-making of alternative and innovative teaching applications, as well as the further implementation and utilization of Differentiated Instruction in everyday school practice.

 

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differentiated instruction, preschool education, effectiveness

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References


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DOI: http://dx.doi.org/10.46827/ejes.v12i4.5914

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