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Quasi-experimental study: Head Start preschoolers' cognitive development as assessed by the Learning Accomplishment Profile--Diagnostic.

机译：准实验研究：通过学习成就档案-诊断评估的学龄前儿童认知能力的领先发展。

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摘要

Abstract Preschoolers' cognitive abilities were assessed each year as part of the Head Start Program requirements. The Head Start PK-4 Center evaluated preschoolers' cognition by administering the Learning Accomplishment Profile-Diagnostic (LAP-D), as a pretest and posttest measure. The LAP-D study used archival data collected from the 2009 -- 2010 the pretest and posttest results to conduct a quasi-experimental study focused on a single-group interrupted time-series design. The researcher investigated the differences between the LAP-D Cognitive (matching and counting), gender, age and ethnicity of N= 488 preschoolers. Data analyses were conducted using a multivariate analysis of variance (MANOVA). Findings of the study indicated there was no significant difference from pretest to posttest in cognitive development of preschoolers in the Head Start PK-4 Center. There were differences in cognitive matching and cognitive counting scores by time. Secondly, there were no significant differences, by gender in cognitive development of preschoolers. There were differences in posttest scores by gender and test type (cognitive matching vs. cognitive counting). Thirdly, there were no significant differences, by age, in cognitive development of preschooler's as measured by the LAP-D. The hypothesis was partially rejected. There were differences, by ethnicity, in cognitive development of preschoolers as measured by the LAP-D. There were significant differences in the interaction of ethnicity and posttest scores. Future research recommendations should focus on the Head Start Program developing a universal assessment that measures preschooler's cognitive development.
机译：摘要作为“起步计划”要求的一部分，每年对学龄前儿童的认知能力进行评估。启蒙PK-4中心通过管理学习成就档案诊断（LAP-D）来评估学龄前儿童的认知，作为一项前测和后测的方法。 LAP-D研究使用从2009年至2010年的测试前和测试后结果收集的档案数据进行了针对单组中断时间序列设计的准实验研究。研究人员调查了N = 488名学龄前儿童的LAP-D认知（匹配和计数），性别，年龄和种族之间的差异。使用多元方差分析（MANOVA）进行数据分析。该研究的发现表明，在Head Start PK-4中心，学龄前儿童的认知发展在前测与后测之间没有显着差异。认知匹配和认知计数分数在时间上存在差异。其次，学龄前儿童的认知发展在性别方面没有显着差异。不同性别和测试类型的后测分数有所不同（认知匹配与认知计数）。第三，通过LAP-D测量，学龄前儿童的认知发展在年龄方面没有显着差异。该假设被部分拒绝。 LAP-D衡量，学龄前儿童的认知发展存在种族差异。种族和测验分数的相互作用存在显着差异。未来的研究建议应侧重于“起步计划”，以开发一项衡量学龄前儿童认知发展的普遍评估。

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  • 作者

    Hines, Jeanne M.;

  • 作者单位

    Capella University.;

  • 授予单位 Capella University.;
  • 学科 Education Tests and Measurements.;Education Early Childhood.;Education Educational Psychology.
  • 学位 Psy.D.
  • 年度 2014
  • 页码 99 p.
  • 总页数 99
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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