ERIC Number: ED202919
Record Type: RIE
Publication Date: 1981-Apr
Reference Count: 0
Observation and Evaluation of Preschool Functioning: The Contribution of Parent Reports to a Multidisciplinary Assessment.
Meltzer, L. J.; And Others
Within the multidisciplinary setting of the Brookline Early Education Project, the present investigation examined the relationship between observations of parents, pediatricians, psychologists and teachers. The study was designed to examine two questions: (1) Are systematically collected parent reports of their children's current development consistent with the observations of parents, pediatric providers and teachers? and (2) Is the reliance on parent reports in combination with direct assessment by pediatricians and psychologists a more powerful predicter of early school functioning than the use of any measure applied separately? Two hundred eighty-four preschool children with a mean of 5 years 1 month were evaluated on developmental and psychometric measures. Parent questionnaires focused on children's strengths and weaknesses in four developmental areas. Teachers rated mastery and social skills. When parent reports of their children's developmental skills were compared with findings of the various professionals, the rank ordering was the same. Parent reports of their children's verbal skills were more consistent with those of professionals than were their reports of motor functioning. Discussion focuses on contributions of parents towards the identification and management of their children's evolving skills and needs in the context of Public Law 94-142. (Author/RL)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Sponsor: Robert Wood Johnson Foundation, New Brunswick, NJ.; Carnegie Corp. of New York, NY.
Authoring Institution: N/A
Identifiers: Brookline Early Education Project; Pediatricians; Public Law 94 142
Note: Paper presented at the Annual Meeting of the American Educational Research Association (65th, Los Angeles, CA, April 13-17, 1981).