Abstract
Analysis and prediction of children’s behavior in kindergarten is a current need of the Cuban educational system. Despite such an early age, the kindergarten institutions are devoted to facilitate the integral children development. However, the early detection of high capabilities in a child is not always accomplished accurately; due to teachers being mostly focused on the performance of the children that are lagging behind to achieve their age range’s stated goals. In addition, the amount of children with high capabilities is usually low, which makes the prediction an imbalanced data problem. Thus, such children tend to be misguided and overlaid, with a negative impact in their sociological development. The purpose of this research is to propose an efficient algorithm that enhances the prediction in the kindergarten children data. We obtain a useful set of instances and features, thus improving the Nearest Neighbor accuracy according to the Area under the Receiving Operating Characteristic curve measure. The obtained results are of great interest for Cuban educational system, regarding the rapidly and precise prediction of the presence or absence of high capabilities for integral personality development in kindergarten children.
Highlights
The goal for children in the earliest stages of childhood in Cuba is to achieve the maximum possible integral development in each child
The first addressed the suitability of FIS-SM in selecting relevant instances and feature to solve the classification of Cuban kindergarten children with high capabilities
As we were dealing with an imbalanced dataset, with imbalance ratio IR = 8.1, we used as a classifier performance measure the Area under the ROC curve (AUC)
Summary
The goal for children in the earliest stages of childhood in Cuba is to achieve the maximum possible integral development in each child This goal imposes a challenge regarding the attention to the diverse kinds of children within the Cuban children’s institutions belonging to the Ministry of Education. Cuban pedagogy wagers on teaching styles that respect individual differences and grant each child the ability to assimilate knowledge at his or her own pace, in a personalized way and according to each individual’s needs In this sense, several advances have been made in Cuba regarding attention to children with learning difficulties as well as those with special needs such as blind, deaf and motor-impaired children. Attention to kindergarten children with high development potential has not received the same amount of attention, neither theoretical nor practical, in Cuba
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