Abstract
The individualization of curriculum features and the matching of those features with learner characteristics (optimization) may help to stimulate learning processes, in particular for children at risk. In a pilot study in two Dutch kindergartens, specific individualization and optimization conditions were codeveloped with teachers and school management. In order to realize the desired changes, a prototype of a digital instructional management system called the Digital Planning Board was developed, implemented and evaluated. Future research aims at the further development of a pedagogical-didactic kernel structure, integrating instructional management software in new instructional practices.
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