Paper—Intervention and Diagnostic Tools in Preschool Education Intervention and Diagnostic Tools in Preschool Education https://doi.org/10.3991/ijet.v12.i11.7155 Athanasios S. Drigas ! ! " , Georgia K. Kokkalia NCSR DEMOKRITOS, Athens, Greece dr@iit.demokritos.gr Alexandra Economou, Petros Roussos University of Athens, Athens, Greece Abstract—A representative study of some of the most important interven- tion, assessment and diagnostic tools of the preschool education is presented. Additionally, a list of some of the most well known intervention and diagnostic tools that are used for the Greek preschoolers by specialist is examined briefly. The importance of their use and the domains that are examined by these tools are investigated thoroughly. Keywords—assessment tools, Greek kindergarten, intervention tools, preschool education 1 Introduction Early childhood education in worldwide is increasingly viewed as a vital compo- nent of children’s educational experiences and a key factor in some children’s educa- tional success. Children who follow kindergarten education seem to be prepared to learn at a clear academic advantage and are more likely to complete high school [1] as the preschool years represent a period of important brain plasticity and sensitivity to environments and experiences [2]. Developing skills in the first years of life and edu- cation is possible to open the door to better understanding of lifelong learning and informs the implementation of cost effective early interventions [3]. Moreover, early literacy and number knowledge represent rates of how children will fare from kinder- garten onward developing also, procedural knowledge. A growing body of research from the fields of education and sociology provide evidence that learning skills can forecast academic attainment while, strong learning skills also promise less crime participation and interpersonal conflict later in life [3]. According to Zakopoulou et al. [4] the National Joint Committee on Learning Dis- abilities support the view that people with learning disabilities face problems such as speech and language difficulties, reading comprehension, mathematical discourse and more precisely problems with nonverbal skills, phonological awareness, analysis, synthesis, memorization and perception of word sets, acquisition of reading and spelling mechanism, difficulties with their oral speech, and with their behavior. Iden- tification and need for support of a child’s learning disability usually takes place after iJET ‒ Vol. 12, No. 11, 2017 185