Background: The Early Learning Outcomes Measure (ELOM) assesses early learning programme outcomes in children aged 50-69 months. ELOM assesses gross motor development (GMD), fine motor coordination and visual motor integration (FMC & VMI), emergent numeracy and mathematics (ENM), cognition and executive functioning (CEF), and emergent literacy…

The Sustainable Development Goals mandate that by 2030, all children should have access to quality early child development opportunities, healthcare and pre-primary education. Yet validated measures of ECD in low and middle income countries (LMICs) are rare. To address this gap, a Systematic Review (SR) of measures available to profile the…

The concurrent validity of the Boehm Test of Basic Concepts (BTBC) was investigated by comparing it to two tests of linguistic abilities (Test of Auditory Comprehension of Language--TACL--and the Carrow Elicited Language Inventory--CELI) and five Piagetian tests of cognitive abilities (space, numeration, seriation, time, and classification) with…

Studying the validity of the Developmental Indicators for the Assessment of Learning (DIAL), 53 kindergartners took the DIAL before school entrance and then had their Slosson Intelligence Test scores and Metropolitan Readiness Tests monitored for the school year. Preschool screening programs and their relation to the DIAL are discussed. (CE)

In a pilot study of children's drawings of "a house with a tree behind it," Piagetian sequence (scribbling, fortuitous realism, failed realism, intellectual realism, and visual realism) was tentatively supported. Children's strategies in decentering from intellectual to visual realism were noted. The study reported in this paper was…

Reviewed is research on the McCarthy Scales of Children's Abilities, which are designed to assess several areas of a child's cognitive and motor development from the age of 2 1/2 to 8 1/2 years. (Author)

Reviews bases for contemporary discontinuity theories of mental development, presents findings that support alternative proposition of continuity and scrutinizes assessment methods from which these continuity results derive. Also offers several models that help explain the continuity findings, and argues that individual differences in mental…

In educational research and evaluation, a sample of subjects usually received some type of programmatic treatment. Outcome scores for these students are then compared with outcome scores of a control or comparison group. M. Lewis and H. McGurk (1972) have pointed out that there are some implicit assumptions when this approach is applied to…

The Pediatric Examination of Educational Readiness (PEER) was designed as an integrated health and neurodevelopmental instrument to be administered by pediatricians and nurses in the assessment of preschool children. It may be used to identify potential learning disabled children who need intervention. The neurodevelopmental part of the test…

Two studies investigated the validity of a set of 15 general growth outcomes for young children by conducting a survey of parents of children with and without disabilities and early childhood and elementary professionals. Large proportions of both groups rated all of the outcomes as either critically or very important. (Contains references.) (CR)

This article comments on two studies (EC 629 876) that investigated the validity of a set of 15 general growth outcomes (GGOs) for identifying young children with disabilities. It discusses concerns relating to whether the research is sufficiently meritorious to result in a valid measure of growth outcomes suitable for national use. (Contains 4…

This response to comments on two studies (EC 629 876) that investigated the validity of a set of 15 general growth outcomes (GGOs) for identifying young children with disabilities, discusses the GGOs as a way for educators to provide a quick effective reading of a child's status and growth within a developmental area. (Contains 8 references.) (CR)

This article comments on two studies (EC 629 875) that investigated the validity of a set of 15 general growth outcomes (GGOs) for identifying young children with disabilities. It argues that without additional efforts focusing on the nature of GGOs, the ultimate utility of the outcome measures will be limited. (Contains references.) (CR)

This article comments on two studies (EC 629 876) that investigated the validity of a set of 15 general growth outcomes (GGOs) for identifying young children with disabilities. It discusses concerns that the respondents were not culturally diverse and need to provide public and empirical demonstrations of the operationalization of the outcomes…

In past Head Start evaluations, cognitive measures have been weighed heavily. This has not accurately reflected the relative unimportance of cognitive program goals; child performance gains are not an objective with high priority for most Head Start programs. Evaluation planners need to weigh previously encountered measurement problems carefully…