A well-established phenomenon, the Matthew Effect, states that small differences in reading ability in the early years of school lead to large differences in achievement by the end of school and beyond. Hannover’s research (2016) clearly shows how the early academic skills related to literacy and math are the most significant predictors of future academic achievement, which is especially true for children from risk groups. This is why the transition from ECEC to primary school is considered as one of the most critical periods of childhood (Besi et.al., 2019) since adaptation to this may have long-term effects, and that is why the critical conditions mentioned earlier are targeted through early intervention. International research has generally found that the key early (pre/non-academic) skills identified for school readiness and easier transition are gross and fine motor skills, social and emotional maturity, independence, language and communication skills, understanding of elementary concepts, and the ability to follow the rules, focus and similar. The CARE2LEARN project aims to develop an early intervention tool to tackle learning disadvantages by strengthening early key skills of children to lay quality foundations for their education and chances of positive life outcomes, but also relieve parents, ECEC and the school system from additional pressure.
Hence the project’s objectives are to:
1. Increase key early competencies and thus the likelihood of early academic success and positive life outcomes for children at EU level.
2. Increase capacity of parents of preschool children to provide support to children for the development of early key skills and early academic achievement.
3. Relieve ECEC and PS (primary school) teachers from pressure through greater involvement of parents in their children’s education.