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Peer Reviewed JournalCurrent Filters: Resource Type:Reports & Papers [remove]; New in last year [remove]; Classification:Assessment & Measurement [remove];
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Assessing wellbeing at school entry using the Strengths and Difficulties Questionnaire: Professional perspectives Aim: The purpose of this study was to explore the views of pre-school education staff about assessing social and emotional wellbeing of children at school entry using the SDQ. The objectives were to examine the opinions of pre-school workers about completing the SDQ and to elicit their thoughts on the value of doing this and their perceptions of the usefulness of the information collected. Method: Pre-school establishments were approached using a purposive sampling strategy in order to achieve a mix of local authority (n=14) and 'partnership' establishments (n=8) as well as different socio-economic areas. Semi-structured interviews (n=25) were conducted with pre-school head teachers (n=14) and child development officers (n=11) in order to explore the process of completing the SDQ along with perceptions of its value. The interviews were transcribed verbatim and analysed thematically. Results: In general, staff in pre-school establishments viewed the use of the SDQ positively. It was seen as a chance to highlight the social and emotional development of children rather than just their academic or educational ability. Most felt that the SDQ had not identified anything they did not already know about a child. A minority, nevertheless, suggested that a previously unrecognized potential difficulty was brought to light, most commonly emotional problems. Completing the SDQ was felt to be relatively straightforward even though the staff felt under pressure from competing priorities. Concerns were, however, raised about the potential of labeling a child at an early stage of formal education. (author abstract) |
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Preservice teachers' perceptions of pedagogic documentation techniques in early childhood teacher preparation An examination of which Creative Experiences for Young Children course activities led to an understanding of the principles and methods of using photographic technologies to document, assess and reflect on young children's learning, as well as challenges to their learning this approach, based on data from 22 preservice teachers who participated in the course |
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Quality of individualized education program goals of preschoolers with disabilities A documentation of the quality of the goals or objectives in individualized education plans (IEPs) of Portuguese children with disabilities attending inclusive public preschool settings, an examination of the relationship between children's severity of disability and the quality of the IEP goals, and an investigation of the quality of the IEP goals as a function of developmental domain, based on data from 21 randomly selected school groups from the District of Lisbon, Portugal |
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Report from Kindergarten Readiness Assessment Workgroup to the Early Learning Council Findings and recommendations for Oregon from an examination of approaches to kindergarten readiness assessment, based on a review of instruments currently in use in Oregon, focus groups with teachers and school administrators, and focus groups and community forums with parents |
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WaKIDS pilot: Second report An evaluation of the implementation of the pilot of Washington Kindergarten Inventory of Developing Skills (WaKIDS), a state kindergarten readiness assessment, that examines kindergarten teachers', families', and early learning providers' experiences of WaKIDS, based on teacher, parent, and provider questionnaires, child assessments, teacher and provider focus groups, and parent interviews |
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Young children reflecting on their learning: Teachers' conversation strategies A study of Learning Stories--stories about learning, documented by teachers, often dictated by children and, in school, written by the learners themselves, as an assessment tool for both facilitating conversations about learning with young children and extending opportunities for young children to reflect on their learning, based on data from a two-year research project with teachers in nine early childhood centers in New Zealand |
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