One-Year Stability of the Devereux Early Childhood Assessment for Preschoolers, Second Edition

Carlson, John S.; Voris, Dylan S. T.

doi:10.1177/0734282917710890

Cited by 5 publications

(5 citation statements)

References 13 publications

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“…To measure the children’s autonomy, we used the Devereux Early Childhood Assessment (Devereux Early Childhood Assessment: DECA) [ 49 ]. In many prior studies from various countries [ 49 , 50 , 51 ], the DECA was used to measure the social-emotional competence of 2- to 5-year-olds. The DECA consists of a total of 37 items, with 27 items making up the Total Protective Factors (TPF) scale and 10 items making up the Behavioral Concerns (BC) scale.…”

Section: Methodsmentioning

confidence: 99%

The Relation between Korean Children’s Autonomy and Motor Development Mediated by Teacher–Child Relationships: A Focus on Gender Difference

Yujin

Hong

2022

IJERPH

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This study was conducted to identify the relation between children’s autonomy and motor development mediated by teacher–child relationships. Are there differences between teacher–child relationships and motor development according to the gender of the child? To answer this question, the fundamental movement skills of 292 children were measured, and teacher–child relationship and children’s autonomy data were collected from the teachers. There was a gender difference in locomotion skills; however, there was no difference in object control skills. In the case of girls, a conflict teacher–child relationship mediates the association between autonomy and object control skills. This study highlights the importance of teacher–child relationships, which are mainly discussed in relation to conventional social-emotional development, and provides examples of whole-child development.

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Section: Methodsmentioning

confidence: 99%

The Relation between Korean Children’s Autonomy and Motor Development Mediated by Teacher–Child Relationships: A Focus on Gender Difference

Yujin

Hong

2022

IJERPH

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“…Behavior concerns is a scale that reflects poor behavior and the higher the score, the worse the teacher rates the child's behavior. Reliability estimates for Total Protective Factors and Behavior Concerns are 0.88 and 0.78, respectively (Carlson and Voris, 2018).…”

Section: Social-emotional Skillsmentioning

confidence: 99%

Effects of family and neighborhood vulnerability on dual language learner and monolingual children’s preschool outcomes

Frechette,

Castle,

Jeon

et al. 2023

Front. Educ.

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IntroductionResearch has documented that home and neighborhood contexts of children from low-income families are associated with lower cognitive and social–emotional skills than their higher-income peers. Even though over a third of young children growing up in poverty are dual language learners (DLLs), little research has examined how contextual effects differ between DLL and monolingual children. The current study examines how these two contexts, neighborhood vulnerability and family socioeconomic risk, impact executive function (EF) and social–emotional skills in DLL and monolingual preschoolers.MethodsA secondary analysis was completed on data from two Head Start programs. A series of cross-classified models with interactions were conducted to examine the moderating role of DLL status on associations between neighborhood vulnerability and family risk and preschoolers’ EF and social-emotional skills.ResultsProficient bilingual children’s EF skills were not impacted by neighborhood risks, suggesting that proficient bilingual children may have more opportunities to grow their EF skills when switching between English and Spanish regardless of neighborhood context. An unexpected result occurred for emergent bilingual children who were reported to demonstrate fewer behavior problems regardless of family risk, highlighting the importance of ensuring all DLL families have access to resources to promote their children’s social–emotional skills; and teachers have the proper training to support the behaviors of children in their classroom with varying levels of English proficiency.DiscussionAlthough speaking two languages may be a protective factor for young DLLs growing up in poverty, little research has examined how contextual effects differ between DLL and monolingual children. The current study contributes by examining how DLL status, especially two different DLL statuses (i.e., Proficient Bilinguals and Emergent Bilinguals), may vary as a buffer in moderating the negative associations between collective neighborhood vulnerability, individual family risk, and children’s EF and social–emotional skills.

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“…Psychometric properties of DECA were examined considering age (Bender et al, 2011) and gender (Bender et al, 2011; Brinkman et al, 2007; Ogg et al, 2010). Many papers state a good reliability (e.g., Barbu et al, 2013; Carlson & Voris, 2018) and validity (e.g., Jaberg et al, 2009) of the DECA questionnaire. DECA appears to be a reliable and valid measure of identifying risk and protective factors within an at‐risk population (e.g., Lien & Carlson, 2009; Ogg et al, 2010).…”

Section: The Devereux Early Childhood Assessmentmentioning

confidence: 99%

“…Moreover, DECA‐P2 is dedicated for preschoolers aged 3;0 to 5;11 years old, whereas the original DECA has a wider age span (2;00 to 5;11). Research using DECA‐P2 is rather scarce—the first survey about the new edition was recently published (Carlson & Voris, 2018), and most of the existing literature concerns the original DECA. Most importantly, the original DECA is adapted and normalized on large samples in many countries worldwide, while DECA‐P2 is available only in English and Spanish.…”

Section: The Devereux Early Childhood Assessmentmentioning

confidence: 99%

Early screening for protective and risk factors—Polish adaptation of the Devereux Early Childhood Assessment

Sikorska

Adamczyk-Banach

Polak

2021

Psychology in the Schools

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There is a lack of Polish‐language assessment instruments measuring resilience in preschool children. One of the most comprehensive instruments is the Devereux Early Childhood Assessment (DECA): a parent‐ or teacher‐report instrument that measures children's protective and risk factors. It is used to guide resilience training, and to screen for behavioral problems. We validated the Polish adaptation of DECA among parents and teachers of 526 preschool children aged 2–5 years. The DECA scale showed very good internal reliability with Cronbach's ɑs in the .76–.94 range and decent criterion validity, in terms of correlations with the the Emotionality Activity and Sociability Scale for Children, Locus of Control Scale in Preschoolers and Social Development Scales. A confirmatory factor analysis of the three‐factor model with weighted least square mean and variance adjusted estimation yielded satisfactory fit. Results thus indicate that the Polish version of the DECA scale may be used to assess resilience in children.

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One-Year Stability of the Devereux Early Childhood Assessment for Preschoolers, Second Edition

Cited by 5 publications

References 13 publications

The Relation between Korean Children’s Autonomy and Motor Development Mediated by Teacher–Child Relationships: A Focus on Gender Difference

The Relation between Korean Children’s Autonomy and Motor Development Mediated by Teacher–Child Relationships: A Focus on Gender Difference

Effects of family and neighborhood vulnerability on dual language learner and monolingual children’s preschool outcomes

Early screening for protective and risk factors—Polish adaptation of the Devereux Early Childhood Assessment

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