The current paper review gives a brief and representative description of the role that school readiness from kindergarten education to primary education plays in every child’s academic life. Therefore many researchers note that school readiness tools play a notable role for the kindergarten teachers, the family and of course for the child in order to achieve a successful school life. Thus, the research team of this paper gives the presentation of some school readiness tools that are used by kindergarten teachers and specialist’s worldwide scoping to underlie strengths and weaknesses of preschoolers. Additionally, it is thought worthwhile to say that the readiness tools that are presented are used with the traditional way while some of them with the support of new technology. Lastly, the theoretical base of the significant role that school readiness plays from kindergarten to first grade and its crucial role for the child’s academic development is discussed shortly.

A brief review is presented in order to underlie the importance of serious games in preschool education. Their role is examined according to the educational perspectives that are explored in preschool settings including also their role in special preschool education. The domains of literacy, maths, cognitive & motor skills, creativity, communication and special education are investigated. Also, the beliefs of teachers about using games for teaching and learning are interviewed.

To (a) compare patients with amnestic Mild Cognitive Impairment (MCI), mild Alzheimer disease (AD), and a group of healthy elderly persons on nonepisodic memory measures; (b) examine which measures are independent of level of education in the groups studied. Episodic memory impairment is a cardinal feature of preclinical AD. However, a number of other cognitive measures are also sensitive to the preclinical stage of AD and deficits in multiple domains characterize AD several years before clinical diagnosis. Patients with amnestic MCI (N=31), patients with mild probable AD (N=15), and healthy elderly controls (N=27) were compared on nonepisodic memory tasks measuring fluid intelligence, working memory, processing speed, verbal fluency, and visual-perceptual and motor functions. Amnestic MCI patients were selected based on clinical criteria and a subgroup was also selected based on psychometric criteria. Multivariate analyses of covariance, controlling for the effects of age, education, and sex, showed that fluid intelligence, working memory, processing speed, semantic fluency, visual-perceptual function, and complex motor function were significantly worse in the MCI than the elderly control group. Working memory, processing speed, semantic fluency, and complex motor tasks were significantly worse in the mild probable AD than the MCI group. The analyses were corroborated using the psychometrically derived MCI group. (a) Performance on multiple nonepisodic memory measures is affected in the preclinical stage of AD, indicating that broad cognitive impairment characterizes that stage. (b) Complex motor tasks were independent of level of education in our sample, and may have practical utility in the early detection of dementia.

Technology has the potential to improve many aspects of our daily lives, including learning. It has been proven to increase student engagement and learning outcomes. With recent advances in the capabilities of smart mobile devices and their growing penetration rate among the student cohort, it is possible to take advantage of these devices to design appropriate exercises and tools that foster student’s knowledge and learning. In this paper we present some of the most well known mobile procedures that are used for secondary students in order to promote their learning and their skills. Additionally, its role in secondary students who face learning and other difficulties is investigated. Lastly, the results of a study that examined whether there is a relationship between the performance of secondary school Greek students in the language lesson, in mathematics lesson and index of verbal intelligence, index of intelligence practice and general index of intelligence are showed thoroughly.

This study is a comprehensive attempt to assess the impact of the cognitive skill of perception in the ability to comprehend a text. More specifically, it investigates the function of perception as a primary structure of the human brain to contact the world and examines the certain cognitive processes of perception that affect text comprehension. It is also presented the relation between cognitive perception and the linguistic approach of pragmatics in order the subject to comprehend the text. Perception is the organization, identification and interpretation of sensory information in order to represent and understand the environment. Pragmatics is the linguistic field that studies how people comprehend and produce speech or a text as a communicative act. Furthermore, it features the current scientific achievements on the ICTs processes and tools, which exploit the assessment of perception in text comprehension.

Recent development in new technology has led many teachers, schools and other educators to use it with their students in their learning process. Especially, in the field of special preschool education the role of educational computer games seem significant. In this short review paper we give a brief overview of the most representative articles that concentrate on these games that support preschool children who face literature, math, cognitive, intellectual and physical difficulties. The role of computer educational games in children who are gifted or face developmental disorders (autism) is also explored.