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Gepubliceerd in:

01-04-2007 | Original Paper

Assessment and Decision-Making in Early Childhood Education and Intervention

Auteurs: Paul S. Strand, Sandra Cerna, Jim Skucy

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 2/2007

Abstract

Assessment within the fields of early childhood education and early childhood intervention is guided by the deductive-psychometric model, which is a framework for legitimizing constructs that arise from theories. An alternative approach, termed the inductive-experimental model, places significantly more restrictions on what constitutes a legitimate construct. In this paper, the utility of these two assessment models, one more generative and one more restrictive, are evaluated within the context of a Head Start setting. Given the pragmatic goal of informing instruction, we argue for the superiority of the more restrictive approach. Implications for early childhood intervention are also discussed.

vorige artikel Motives for Fostering Children with Alcohol-Related Disabilities

volgende artikel Mother-Child Conflict Interaction in the Toddler Years: Behavior Patterns and Correlates

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Titel: Assessment and Decision-Making in Early Childhood Education and Intervention
Auteurs: Paul S. Strand
Sandra Cerna
Jim Skucy
Publicatiedatum: 01-04-2007
Uitgeverij: Kluwer Academic Publishers-Plenum Publishers
Gepubliceerd in: Journal of Child and Family Studies / Uitgave 2/2007
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI: https://doi.org/10.1007/s10826-006-9079-0

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