09 SES 04 B, Assessments in Early Childhood and Preschool Settings
The fundamental challenge that faces early childhood intervention is to empower families with competencies and knowledge for enhancing young children’s opportunities for learning and development (e.g. Dunst, Bruder, Trivette, & Hamby, 2005). Recognized as the common thread conferring success to early childhood intervention, the approach of children as individuals situated within a family echoes fundamental assumptions of transactional models, which emphasize the importance of the continuous interactions with people and events in the immediate environment on human growth, development and learning. Consistently with this perspective, the focus of assessment has been moved from the child’s descriptions as an isolated individual towards the attention to his/her continuous interaction with familiar, social and environmental factors (Bagnato, Goins, Pretti-Frontczak, & Neisworth, 2014). These conceptual changes reflect in the child’s assessment process, recognizing the limitations of conventional testing in young children and requiring for methods and styles that favor authentic and natural developmental tasks in order to obtain information that allow a comprehensive portray of children’s functioning (Bagnato, Neisworth & Munson, 1997). Within this context, Bagnato (2007) highlights that professional standards for early childhood assessment must reflect eight critical qualities: 1) useful providing a linkage between assessment results and intervention; 2) acceptable, providing information mutually relevant to professionals and families; 3) authentic, providing information that describes how children function in their natural environments; 4) collaborative, involving professionals and parents in a partnership from assessment to intervention; 5) convergent, observing repeatedly by several individuals the status and progress of children 6) equitable, accommodating individual differences when selecting instructional materials; 7) sensitive, providing incremental developmental sequences and observations that can differentiate small increments of progress; 8) congruent, using content, materials, and methods that match the developmental levels and individual differences of children.
The Transdisciplinary Play-Based Assessment (TPBA) developed by Linder (1993, 2008) can be seen as a model that operationalizes such standards, since it assumes that play is an interactive and natural activity that functions as an important vehicle for the child’s social-emotional, communication, motor and cognitive development, as well as for the reflection of the child’s development. Therefore, in this model the child is assessed during play activities by a transdisciplinary team – including parents – who simultaneously looks at what the child is already doing and what she is able to do with support. Parents are considered as crucial members from the assessment team, due to their privileged knowledge and understanding about the child abilities, needs and routines. The approach is useful for children from birth to six years of age who are suspected of having a disability or developmental delay due to genetic, biological, environmental or other risk factors. The TPBA process is also useful to identity intervention recommendations and strategies for parents and professionals incorporate in the child’s daily routines.
Linder (2008), just as proponents of other play-based assessment methods, have argued that research in early childhood assessment and intervention must address information regarding additional dimensions of validity – social validity –, further to the commonly study of content, criterion-related/concurrent and construct validity (DeBruin, 2005; Friedli, 1994; Kelly-Vance & Ryalls, 2008; Linder, Goldberg, & Goldberg, 2007; Linder & Linas, 2009). The social validity refers to the ecological value of the assessment information, the procedures that are used and the outcomes that are achieved evaluated by the consumers. Typically, this involves asking consumers – parents, professionals or even children – to rate the acceptability, the accuracy and the utility of made assessments.
The purpose of this study was to assess the social validity of this assessment method in a Portuguese sample of parents with children assessed through the Transdisciplinary Play-Based Assessment model.
Bagnato, S. J. (2007). Authentic assessment for early childhood intervention: Best practices. New York, NY: Guilford. Bagnato, S.J., Goins, D.D., Pretti-Frontczac, K., & Neisworth, J.T. (2014). Authentic assessment as “best practice” for early childhood intervention: National consumer social validity research. Topics in Early Childhood Special Education, 34(2), p. 116-127. Bagnato, S.J., Neisworth, J.T., & Munson, S. M. (1997). LINKing assessment and early intervention: An authentic curriculum-based approach (3rd Edition). Baltimore, MD: Paul Brookes. DeBruin, K.A. (2005). A validation study of TPBA-R with the BDI-2. Unpublished doctoral dissertation, University of Denver, Colorado. Dunst, C. J., Bruder, M. B., Trivette, C. M., & Hamby, D. W. (2005). Young children's natural learning environments contrasting approaches to early childhood intervention indicate differential learning opportunities. Psychological Reports, 96, 231-234. Friedli, C. (1994). Transdisciplinary Play-Based Assessment: A study of reliability and validity. Unpublished doctoral dissertation, University of Colorado at Boulder. Kelly-Vance, L., & Ryalls, B. O. (2008). Best practices in play assessment and intervention. In J. Grimes & A. Thomas, (Eds.), Best practices in school psychology V, vol. 2, 549-559. Linder, T. W. (2008). Transdisciplinary Play-Based Assessment (2nd Edition). Baltimore: Paul H. Brooks Publishing Co. Linder, T. W. (1993). Transdisciplinary Play-Based Assessment: A functional approach to working with young children (Revised Edition). Baltimore: Paul H. Brooks Publishing Co. Linder, T., Goldberg, D., & Goldberg, M. (2007). Validity of the content and construct of transdisciplinary play-based assessment. Unpublished manuscript. Linder, T. & Linas, K. (2009) A functional, holistic approach to developmental assessment through play: The transdisciplinary play-based assessment, second edition. Zero to Three (pp. 28-33.).
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.