The Boehm Test of Basic Concepts–3 Preschool is a norm referenced test designed to assess young children’s understanding of basic relational concepts, such as quality, spatial, temporal, and quantity. This test examines language and cognitive development, as well as later success in school. The Boehm–3 Preschool test is meant for children ages 3 to 5 years and 11 months and is a downward extension of the Boehm Test of Basic Concepts (Graham, in Spies & Plake 2005), which evaluates relational knowledge in children in kindergarten through second grade (Freeman 1970). The Boehm–3 Preschool covers 26 relational concepts that are assessed in two contexts. Some of the basic relational concepts assessed include size, direction, position in space, time, quantity, classification, and general. These relational concepts are said to be a vital part of children’s understanding of the relationship between objects, for development of emergent literacy, and for following directions (Graham, in Spies & Plake 2005). The current revision of the Boehm–3 Preschool updated the previous version by providing revised normative information and extended the norms through age 5 years and 11 months (Boehm 2008). It also added a fourth response choice to reduce the occurrence of guessing, overlapped easy items with those included on the Boehm–3. Moreover, it altered the illustrations used to increase the diversity of individuals depicted in the test manual, and developed a standardized Spanish version. The test has two starting points. There is a starting point for 3 year olds and another starting point for 4 and 5 year olds, along with a total of 76 items. Three year olds start at item 1 and proceed to item 52; 4 year olds begin on item 25 and proceed to I... ... middle of paper ... ...ugh this hypothesis has not been tested, it is still questionable. On the bright side, the Boehm Test of Basic Concepts–3 Preschool is still a great option for young boys and girls, despite its’ very few downfalls. The good of the test outweighs the bad (Malcolm, in Spies & Plake 2005). Works Cited Graham, T. & Malcolm K. K. (2005). Review of the Boehm Test of Basic Concepts–3 Preschool. In Spies. R. A. & Plake B. S. (Eds.), The Sixteenth Mental Measurements Yearbook (pp. 150-155). Lincoln Nebraska: Distributed by the University of Nebraska Press. Freeman, F. (1970). Review of "Boehm Test of Basic Concepts". Professional Psychology, 1(5), 490. doi: 10.1037/h0020661. Boehm, A., E (2008). Technical Report: Boehm 3-Preschool. http://www.pearsonassessments.com/NR/rdonlyres/AD66E61D-466B-406F-812F-BC6F1C120B17/0/Boehm_PS_TR_Web.pdf
The professional text that someone in my field would use is the ASQ-3. The ASQ-3 Ages & Stages Questionnaires is designed to screen children’s developmental performance that must be completed by the parents. It is a series of 21 questions with questions ranging in the areas from communication, gross motor, fine motor, problem solving, and personal-social skills specifically for 36 month to 38 month old toddlers. For the communication section, an example of a question asks is “When you ask your child to point to her ears, feet, hair, eyes, and nose, does she correctly point to at least seven body parts?”. In the gross motor section, a question ask “Does your child jump with both feet leaving the floor at the same time?”. A fine motor question that was asked was, “When drawing, does your child hold a pencil between her thumb and fingers like an adult does?”. The parent filling the questionnaire would bubble either yes, sometimes or not yet. There are 6 questions in each are
Slater, A., and Muir, D., (1998). The Blackwell Reader in Developmental Psychology. Oxford, UK: Blackwell Publishers, Ltd.
The Child Development Center of College of San Mateo provides early care and educational programs for children between the ages of 3 to 5 years old. Children are divided into classrooms with a “master” teacher, a “regular” teacher, and two or three “associate” teachers. Klara attended Classroom, “A,” a stimulating and well-resourced classroom. Klara was observed for two hours on Monday from 9 am to 11 am and for two hours on Wednesday from 9 am to 11 am. During these two hours, classroom activities consisted of “free time,” “story time,” and an outside “play time.” A “master” teacher, a “regular” teacher, and two “associate” teachers were present during observations. Additionally, a total of eighteen children were in attendance during the observed days.
The curriculum for preschool children sought for learning to take place through play and exploration. "Formal lessons in reading, writing, and arithmetic should be rigidly excluded, and no inspection or examination of results in such subjects allowed." Acland (1908). The significance of not formally assessing preschool age children was further stipulated over eighty years later;
Siegler, R., & Alibali, M. (2005). Children’s Thinking Fourth Edition. Prentice Hall Inc. Upper Saddle River NJ.
Björklund, D. F. (2000). Children‘s thinking: Developmental function and individual differences (3rd. Ed.). Belmont: Wadsworth.
In this assignment I am going to describe a child observation that I have done in a nursery for twenty minutes in a play setting. I will explain the strengths and weaknesses of naturalistic observation through the key developmental milestones based in Mary Sheridan (2005) check-list and provide a theoretical explanation to support the naturalistic observation.
The preoperational stage last from two to seven years. In this stage it becomes possible to carry on a conversation with a child and they also learn to count and use the concept of numbers. This stage is divided into the preoperational phase and the intuitive phase. Children in the preoperational phase are preoccupied with verbal skills and try to make sense of the world but have a much less sophisticated mode of thought than adults. In the intuitive phase the child moves away from drawing conclusions based upon concrete experiences with objects. One problem, which identifies children in this stage, is the inability to cognitively conserve relevant spatial
Shonkoff, J., & Phillips, D. (2000). From neurons to neighborhoods: the science of early child development / Committee on Integrating the Science of Early Childhood Development; Jack P. Shonkoff and Deborah A. Phillips, editors. Washington D.C.: National Academy Press, c2000 (2002 printing).
Van de Walle, J.A., Karp, K. S., & Bay-Williams, J. M. (2013). Elementary and middle school
Walkup. (2008). Learning and Cognitive Development. In B. a. Kay, Advanced Early Years (pp. 132 - 149). Harlow: Heinemann.
Snow, C. E. (2008). Early childhood assessment why, what, and how. Washington, D.C.: National Academies Press.
U.S Department of Health and Human Services. (n.d.). Retrieved from Early Childhood Learning and Knowledge Center: http://eclkc.ohs.acf.hhs.gov/hslc/ecdh/eecd/Domains%20of%20Child%20Development/Social%20and%20Emotional%20Development
In the developing stages of a child, psychological factors play a huge role in th...
...preschool years they will learn to initiate and carry out tasks based on experience or exposure to those tasks. Interactions with parents, teachers, peers, and other adults are important in a child's life. These relationships actually shape the brain and lay the foundation for later developmental outcomes, from academic performance to mental health and interpersonal skills.