Supporting educational researchers and practitioners in their work in education: Assessing the verbal reasoning skills of five- to six-year-old children

Säre, Egle; Luik, Piret; Fisher, Robert J.

doi:10.1080/1350293x.2016.1213564

Cited by 8 publications

(2 citation statements)

References 19 publications

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“…An extensive review of literature on cognitive-communication among preschoolers was also conducted to conceptualize the tool ( 13 , 14 ) . The review provided insight into the importance of assessing cognitive-communication skills in preschoolers, the critical cognitive-communication skills that need to be assessed in preschoolers, and the range of critical stimuli/tasks that could be used to assess the cognitive-communication skills among preschoolers.…”

Section: Methodsmentioning

confidence: 99%

A Delphi survey-based development and validation of cognitive-communication assessment tool for Indian preschoolers

Prasanna,

Bajaj,

Anil

et al. 2024

CoDAS

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Purpose To address the need for a standardized assessment tool for assessing cognitive-communication abilities among Indian preschoolers, the current study aimed at describing a Delphi based development and validation process for developing one such tool. The objectives of the research were to conceptualize and construct the tool, validate its content, and assess its feasibility through pilot testing. Methods The study followed a Delphi approach to develop and validate the tool across four phases i.e. conceptualization; construction; content validation; and pilot testing. The first three phases were performed with a panel of six experts including speech-language pathologists and preschool teachers while the pilot testing was done with 20 typically developing preschoolers. A literature review was also conducted with the Delphi rounds to support the developmental process. Results The first two rounds of the Delphi aided in the construction of a culturally and linguistically suitable story-based cognitive-communication assessment tool with the memory (free recall, recognition, and literary recall) and executive function (reasoning, inhibition, and switching) related tasks relevant for preschoolers. The content validation of the tool was continued with the experts till the revisions were satisfactory and yielded an optimum Content Validity Index. The pilot test of the finalized version confirmed its feasibility and appropriateness to assess developmental changes in the cognitive-communication abilities of preschoolers. Conclusion The study describes the Delphi-based conceptualization, construction, content validation, and feasibility check of a tool to assess cognitive-communication skills in preschool children.

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Section: Methodsmentioning

confidence: 99%

A Delphi survey-based development and validation of cognitive-communication assessment tool for Indian preschoolers

Prasanna,

Bajaj,

Anil

et al. 2024

CoDAS

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“…Topping & Trickey, 2007;Millett & Tapper, 2012, pp. 8-10;Fair et al, 2015;Säre et al, 2016;Worley & Worley, 2019).…”

Section: Philosophical Dialogue In Educational Research On Dialogic Teachingmentioning

confidence: 99%

children’s experiences of online philosophical dialogues

Muckadell

Jensen²,

Schou-Juul³

2021

childphilo

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Researchers are increasingly interested in the impact of philosophical dialogues with children. Studies have shown that this approach helps realise dialogic ideals in learning environments and that Philosophy with Children significantly impacts children’s cognitive and social skills. However, other aspects of this approach have attracted less attention – for example, given the focus on children’s thinking, voices and perspectives in Philosophy with Children, surprisingly few studies have examined how children experience philosophical dialogues. The aim of this study was to help fill this research gap by describing how children perceived a week of online philosophical dialogues. We conducted 58 dialogues in emergency teaching during the COVID-19 lockdown in Denmark and asked the children questions about their experiences of the dialogues – for instance, about their overall impressions, their perceptions of meaning and the facilitators, and their sense of community. We found that the children generally enjoyed the dialogues and understood their rationale even though the rationale had not been explicitly discussed with them. We also found that the children’s opinions were diverse and complex, that some of their descriptions were surprising and that their experiences, in general, matched influential descriptions of dialogic teaching ideals. Our findings confirm that it is important to examine children’s perspectives; therefore, we emphasise the need for further attention to the experiences of children participating in philosophical dialogues.

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