ERIC Number: ED158887
Record Type: Non-Journal
Publication Date: 1978-Jun
Reference Count: N/A
Correlations Between and Within the Apgar Test, Pre-Kindergarten Assessment and Kindergarten Performance.
Williams, Doris K.
This longitudinal study examined the relationship of the physical-neurological conditions of infants at one minute after birth to mental and motor development at prekindergarten and kindergarten levels. Subjects were 44 children, 16 males and 28 females, born in 1970 in the same hospital. Neonatal physical status one minute after birth was assessed with the Apgar Test (an assessment of heart rate, respiration, muscle tone, reflect activity and color). The Apgar was correlated with pre-kindergarten assessment which is made up of measurements of large muscle activity, skill in drawing circles, squares, and triangles, a score for maturity, the number of body parts drawn and lastly the skill of coloring inside a lined diagram. Development at the kindergarten level was assessed through the Kindergarten Metropolitan Readiness test which includes auditory, visual, language and quantitative concepts. Pearson's Product Moment correlations within and between all three groups of measurements were calculated, as were Canonical correlations on various grouped subtest scores. Overall results indicated that the Apgar and prekindergarten assessment measures which showed a relationship were predominantly motor-neurological, whereas the Kindergarten Metropolitan Readiness components--being more cognitive--revealed little relationship to the other measures. In addition, when consistent within the motor domain, the Apgar was judged to be a valid measurement of neonatal health states, especially in the case of females. (CM)
Descriptors: Cognitive Development, Correlation, Early Childhood Education, Educational Assessment, Evaluation Criteria, Kindergarten Children, Longitudinal Studies, Measurement Techniques, Motor Development, Neonates, Predictive Measurement, Predictive Validity, Preschool Children, Standardized Tests
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A