Development of a test to determine the level of intellectual development of 5-6-year-old children

Development of a test to determine the level of intellectual development of 5-6-year-old children

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Development of a test to determine the level of intellectual development of 5-6-year-old children

Most of methodological literature for practical psychologists in the market often includes tools which have not been properly tested. On the other hand some specialists and schools apply foreign norms and standards which may not culturally appropriate for our society to diagnose children.
We carried out theoretical and methodological analysis of existing intelligence tests, and tried to describe psychological problems of children that arise when entering school. The study revealed the lack of a methodology in Azerbaijan that fully complies with all standards of approved methods for identifying the level of intellectual development of preschool age children.
This article reflects the study of the mental characteristics of preschool age children and the development of a new standardized toolkit for diagnosing the level of their development.
We used generally accepted structure of the mental development of children of preschool age and developed methodology for the comprehensive diagnosis of the level of intellectual development consisting of verbal and non-verbal blocks, as well as separate questionnaires for parents and teachers to obtain comprehensive data on socio-psychological factors. Verbal block includes assessment of general awareness, abstraction ability; non-verbal block includes assessment of arithmetic ability and spatial recognition. The paper describes the process of development and the results of the initial testing of the methodology. The primary version of the test has been standardized, tested for validity and reliability. The reliability of the test was determined by repeated testing after 3 months, the validity was checked by comparing the diagnostic results with the Raven test. Predictive validity was determined by comparing peer review with test results, as well as the success of passing the exam for admission to school.
Chi-square methods and Spearman’s rank correlation coefficient were used to determine the significance of differences. The results of the subtests diagnosing 5 characteristics showed a high degree of compliance (p <0, () 1).

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