Differenza tra discalculia evolutiva e cecità numerica:

quale comportamento è considerato una strategia comunicativa disfunzionale al mantenimento dell'attenzione in classe?

Quali sono 3 categorie intelligenza tripartita di ROBERT STENBERG

qual'è uno dei vantaggi per l'insegnante del cooperative learning?

qual'è la'approccio per affrontare le necessità educative dei BES

Cosa sostiene ROGER SCHANK nel riguardo all'apprendimento evocativo?

Qual'è l'idea centrale di LEV VYGOTSKIJ nella risoluzione dei problemi?

attività di confronto intellettuale per arrivare a intuizioni o idee

cos'hanno in comune i modelli di J.KOUNIN, W. GLASSER, F. JONES?

quando ci sono comportamenti o infrazioni durante la lezione, l'insegnante cosa NON deve fare?

quale dei seguenti interventi NON è funzionale a contrastare il bullismo?

quali informazioni sono incluse del PDP ( piano didattico personalizzato) degli alunni con DSA?

l'insieme delle unità di apprendimento con eventuali differenzizioni che si rendessero nel tempo necessarie per singoli alunni, dà origine:

Le competenze che si vogliono sviluppare mendiante un'azione formativa sono sintetizzate come: " sapere, saper fare e...

I n ambito pedagogico le teorie dell'attivismo divulgate in svizzera e francia sono:

cosa sono le funzioni esecutive nel contesto dell'apprendimento?

Obiettivo principale del CLIL

chi può diventare docente CLIL?

a quale fase evolutiva del role taking appartiene la comprensione che gli altri hanno opinioni persoanli?

Quale, tra le seguenti affermazioni riferite al tema della disciplina nel contesto scolastico, NON è in linea con un’educazione all’intelligenza emotiva?

Cosa rappresenta la scuola per l'individuo?

A quale dei seguenti autori si devono i principali contributi sul pensiero creativo?

Quale delle seguenti non è una fase di sviluppo identificata da Piaget?

Cosa significa "mediare" nel contesto dell'inclusione scolastica?

Nell'ambito dello sviluppo delle competenze emotive e interpersonali, l'insegnante, usando il racconto di storie, può:

La dislessia è un disturbo nel quale la persona ha:

Cosa può incoraggiare una mentalità aperta e paziente nel processo creativo?

Quali sistemi si interfacciano con la memoria di lavoro?

Qual è uno degli obiettivi della lettura fonologica?

La capacità di esprimere in modo chiaro le proprie emozioni e opinioni si definisce:

Come avviene l'apprendimento nel Kindergarten secondo Froebel?

Quale figura professionale coordina le attività di valutazione e intervento per l'inclusione scolastica degli alunni con disabilità?

I concetti di Es, Io e Super-Io sono stati usati per la prima volta da:

Secondo il Costruttivismo, come avviene la costruzione della conoscenza?

Cosa consente l'autonomia organizzativa degli istituti scolastici?

Diversificazione delle modalità d'impiego dei docenti

Qual è lo scopo della Legge 170/2010?

Cosa ha introdotto la legge Basaglia nel 1987?

Read the extract and for each question choose the answer which fits best according to the text.
Indicator B2. How do early childhood education systems differ around the world?
Context
There is an increasing awareness of the key role that early childhood education and care (ECEC) plays in children’s cognitive and emotional development, learning and well-being. Children who start strong are more likely to have better education outcomes when they grow older.
This is particularly true for children from disadvantaged socio-economic backgrounds, because they often have fewer opportunities to develop these abilities in their home-learning environments (OECD, 2017[1]).
Affordable and accessible ECEC makes it easier for parents to take on employment and contribute to economic prosperity and growth.
The increasing number of women entering the labour market has increased governments’ interest in expanding ECEC services. High-quality ECEC services and other provisions to improve parents’ work-life balance provide greater opportunities to enter employment and combine work and family responsibilities (OECD, 2018[2]; 2011[3]; 2016[4]).
Such evidence has prompted policy makers to design early interventions, to take initiatives that aim to enhance the quality of ECEC services and improve the equity of access to ECEC settings, lower the starting age of compulsory education, and to rethink education spending patterns to gain “value for money” (Duncan and Magnuson, 2013[5]).
Despite these general trends, there are significant differences across OECD countries in the quality of ECEC services provided to young children, the types of ECEC services available and the usual number of hours per week each child attends.
The global COVID-19 pandemic has severely impacted the delivery of ECEC services as settings around the world closed down to contain the spread of the virus.
Enrolment of children from age 3 to 5
Bringing forward the starting age of compulsory schooling has been the focus of policy reform in recent years as research suggests that an early start to a quality education can be beneficial for children’s development and can help prepare them for school.
A decade ago, most OECD countries saw the start of compulsory education coincide with the start of primary school.
But today, in many OECD countries, ECEC begins for most children long before they turn 5 years old. […]
Although participation in ECEC is not compulsory in all countries, enrolment of 3-5 year-olds is still very common across OECD countries, with 87% of 3-5 year-olds enrolled in ECEC and primary on average. In more than half of the 42 OECD and partner countries with available data, the enrolment of children between the ages of 3 and 5 is nearly universal, i.e. at least 90%.
The highest enrolment rates of 3-5 year-olds in ECEC and primary education are found in Belgium, Denmark, France, Iceland, Ireland, Israel, Norway, Spain and the United Kingdom, where they equal or exceed 97%.
In contrast, less than 50% of 3-5 year-olds are enrolled in education in Saudi Arabia, Switzerland and Turkey (Table B2.1).
Lower enrolment in ECEC may be due to insufficient places available, lack of awareness by parents of the importance of ECEC or limited public coverage of early learning settings (OECD, 017[11]).
In the past decades, enrolment of 3-5 year-olds in education has been expanding as a result of the extension of compulsory education to younger children, the increased provision of free ECEC for some ages and targeted population groups, and universal provision for older children.
Enrollment of children aged 3-5 in ECEC (early childhood education and care) services in OECD countries ...

Read the extract and for each question choose the answer which fits best according to the text.
The interplay between digital devices, enjoyment, and reading performance
Do 15-year-olds spend more time reading for enjoyment than two decades ago?
In PISA, students who read for enjoyment have typically been stronger performers in reading (OECD, 2010[1]). Reading engagement and performance are mutually dependent (Nurmi et al., 2003[2]). Students who regularly read for enjoyment have more opportunities to improve their reading skills through practice. They also perceive themselves as more competent and motivated readers (Smith et al., 2012[3]; Sullivan and Brown, 2015[4]).
At the same time, students with more difficulties reading and who perceive themselves as less competent readers are less motivated to read for enjoyment. […]
In PISA 2018, approximately half of the students (49%) in OECD countries agreed or strongly agreed with the statement “I read only if I have to” and one in four (28%) students agreed or strongly agreed that reading is a waste of time.
Do 15-year-olds spend more time reading for enjoyment on paper or digital devices?
The rapid digitalisation of communication over the last decade is changing what 15-year-olds do and read.
There are two competing theories about the relationship between new and legacy media use:
a) the displacement theory assumes that teenagers spend a relatively fixed amount of time on media consumption and, therefore, time spent in one media would decrease the time spent on other media,
b) the complementary theory assumes that media use has an additive effect and, therefore, time spent in one media would change minimally or, conversely, increase the total time spent on all media (Twenge, Martin and Spitzberg, 2019 [10]). Displacement of media use occurs when individuals seek to fulfil their uses and gratifications through digital media rather than legacy media.
For example, students read more online in the form of chats, online news, and searching for practical information, and fewer fiction books, magazines, and newspapers (OECD, 2019[9]).
They have more opportunities to improve their reading skills:

Which of the following is an adjective?

What is the comparative form of "good"?

Which of the following is a preposition?

Cos'è un CD-ROM?

Quale tipo di stampante si deve utilizzare per stampare dei moduli a ricalco (carta chimica)?

Su una tastiera estesa per PC il tasto denominato «Caps Lock» ha la funzione di...

Quale tra i seguenti programmi applicativi è più indicato per elaborare dati finanziari in formato tabella?

Perché non è consigliabile aprire un file con estensione ".EXE" in allegato ad un messaggio di posta elettronica?