Athina Ntziavida, Evanthia Tsaliki


The study investigates the empirical aspects of Greek kindergarten teachers regarding the topic of the existence of the effect that the family has on the emergence and / or the cultivation of Learning Difficulties in pre – school and primary – school aged children. The research involved 23 teachers (22 women and 1 man) who, citing the possibility of early detection of Learning Difficulties (LDs) offered to them due to the daily contact with the children as part of the classroom, reported on whether the relationship between the two parents, but also between them and the child itself, may affect the appearance and / or the cultivation of Learning Difficulties in it. Furthermore, this work investigates the relevance of the provided parental stimuli and the educational level of the parents with the LDs of these children. The survey was conducted through semi-structured interviews the results of which were analyzed using qualitative content analysis. According to the findings, effective identification of children LDs is achieved by the kindergarten teachers through observation of the children's response to free and organized activities. In addition, the relations between the couple of mother and father, as well as the relationship between the parents and their child were considered by teachers worthy predictors of the effect that the institution of family has on the learning process and career of pre – school and primary school children. Finally, the stimuli that parents provide with their children were associated with the LDs that the offspring have or might develop in the future, as opposed to the educational level of both parents which teachers did not associate with the good or poor academic performance of students.


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Learning Difficulties (LDs), pre–school age, family environment, emergence, cultivation

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