Teachers' Perspectives on Strength-Based and Deficit-Based Instruments for Assessing Socioemotional Development in Early Childhood

Autor/inn/en	Sjö, Nina Madsen; Kiil, Astrid; Jensen, Peter
Titel	Teachers' Perspectives on Strength-Based and Deficit-Based Instruments for Assessing Socioemotional Development in Early Childhood
Quelle	In: Infants and Young Children, 34 (2021) 1, S.33-45 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0896-3746
DOI	10.1097/IYC.0000000000000180
Schlagwörter	Teacher Attitudes; Social Development; Emotional Development; Comparative Analysis; Child Development; Child Care; Foreign Countries; Measures (Individuals); Behavior Problems; Screening Tests; Child Behavior; Questionnaires; Parent Teacher Cooperation; Preschool Teachers; Denmark; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Lehrerverhalten; Soziale Entwicklung; Gefühlsbildung; Kindesentwicklung; Kinderfürsorge; Kinderbetreuung; Ausland; Messdaten; Screening-Verfahren; Fragebogen; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Dänemark
Abstract	This study compares teachers' perspectives on three assessment instruments for socioemotional development in early childhood, which differ in their emphasis on strengths and difficulties in this domain: the Caregiver-Teacher Report Form (C-TRF), the Strengths and Difficulties Questionnaire, Teacher version (SDQ-T), and the Social Emotional Assessment Measure (SEAM). We examine the teachers' views on the clarity, relevance, and acceptability, as well as estimating average completion times, of the three questionnaires in the context of Danish childcare. Overall, the SEAM was rated better able to convey the child's strengths, was more acceptable by teachers than the C-TRF and SDQ-T, and provided a better basis for talking with parents. Given its content and acceptability, we conclude this strength-based measure strongly merits inclusion in child assessment of socioemotional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01