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• W2760954391 abstract "The assessment of young developmentally delayed preschool children is fraught with difficulty and controversy, yet is essential in the consideration of the child's current skills and abilities, as well as their future needs, as they prepare to transition from preschool to primary school. Fifty developmentally delayed and normally developing preschoolers underwent extensive developmental assessment in preparation for their transition to primary school, and were subsequently followed up approximately six-months post initial testing to monitor their adjustment to school.Briefly outlined, this study reviewed the extant research literature related to the areas of both and adjustment, followed by a review of the development of the Dynamic Assessment approach, and an affirmation of the benefits of using this approach with young preschool-aged children and children with developmental and learning difficulties. Seven research hypotheses were proposed to examine these topics, and the results of extensive data analysis were discussed in light of the current findings. Finally, the research findings were discussed in relation to the implications and limitations of this research, with several suggestions for future research outlined.Vygotsky (1978) argued that a comprehensive assessment of a child's development requires evaluating the child at two levels: (a) the individual or unassisted level, and (b) at the social or assisted level. The purpose of this study was twofold - firstly, to examine the performance of children with developmental delays in relation to a battery of standardised and dynamic cognitive and readiness assessments. The premise of this research is that Dynamic Assessment, an assessment approach which involves a period of mediated learning instruction in addition to pre- and posttesting of cognitive abilities, is able to add significant value to the assessment of young children, by providing both qualitative and quantitative information regarding improvements in young children's cognitive and metacognitive functioning. A new Dynamic Assessment procedure designed for use with young children, the Application of Cognitive Functions Scale (ACFS), was found to elicit significant functional gains for both groups of children across a range of cognitive domains essential for performance within the typical early education curriculum. The accompanying Behavior Observation Rating Scale (BORS) also demonstrated significant improvements in the learning behaviours deemed to be important for successful cognitive functioning.Parents and teachers are important allies in the assessment of young children, particularly those with developmental difficulties. The second purpose of this study examined the relationship between parent and teacher perceptions of preschool children's developmental school readiness skills, and their subsequent adjustment to following two terms in Year 1. Results indicated that parents and preschool teachers rated children's developmental functioning differently. In addition, no significant functional improvements were noted in the developmental adjustment skills of either the delayed or non-delayed children." @default.
• W2760954391 created "2017-10-20" @default.
• W2760954391 creator A5024670225 @default.
• W2760954391 date "2023-10-11" @default.
• W2760954391 modified "2023-10-11" @default.
• W2760954391 title "Assessment of school readiness and school adjustment in young children with developmental difficulties : a dynamic assessment approach" @default.
• W2760954391 doi "https://doi.org/10.14264/413344" @default.
• W2760954391 hasPublicationYear "2023" @default.
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