Abstract
The study aimed to analyse the effectiveness of assessment systems and their impact on developing and enhancing skills in preschool-aged children. An effective assessment system promotes the development of a child’s cognitive, social, and emotional skills. Various approaches to assessment, their effectiveness, and their influence on children’s emotional and cognitive development were highlighted. Recommendations for improving assessment practices were explored to ensure a child’s harmonious development. The research included data collection for preschool child assessment systems, which involved several stages: observation, questionnaires, interviews, and data processing. An important aspect is that diverse assessment systems are employed in preschool institutions, aiding in determining children’s developmental levels and the effectiveness of the educational process itself. The article examined the main types of assessment, including diagnostic, formative, summative, and comprehensive assessment, along with their characteristics. The administrations approved all procedures of preschool institutions and the ethics committee of the respective research organisation. Particular attention is given to the roles of educators and parents in the assessment process, as well as how feedback can contribute to improving learning outcomes and enhancing motivation to learn. Based on the analysis of empirical data, the most effective assessment practices ensuring the harmonious development of preschool-aged children were identified. Information on formative assessment, considered the most effective approach, is presented. Formative assessment is recognised as the most effective due to its regularity, flexibility, and ability to provide timely feedback. The findings of this study can be utilised by educators to improve the assessment systems in relevant preschool education institution
Keywords
preschooler development; skills and abilities; assessment methods; learning outcomes; observation; testing
References
[1] Arici, F. (2023). Investigating the effectiveness of augmented reality technology in science education in terms of environmental literacy, self-regulation, and motivation to learn science. International Journal of Human-Computer Interaction, 37(1), article number 2222496. doi: 10.1080/08839514.2023.2222496.
[2] Bedeković, V., & Zeleničić, M. (2022). Indicators of planning and documenting the quality of the educational process and monitoring children’s development in institutions of early childhood and preschool education. Croatian Journal of Education, 24(2). doi: 10.15516/cje.v24i2.4538.
[3] Bikić, N., Buzađija, N., & Hrnjičić, A. (2024). The impact of early childhood education and mathematical abilities on student achievement: Analysis of TIMSS 2019. International Electronic Journal of Mathematics Education, 19(3), article number em0779. doi: 10.29333/iejme/14599.
[4] Chandio, A., & Ali, M. (2019). The role of socialization in child’s personality development. Research Journal of Modern Sciences, 66-84.
[5] Chou, S., Wen, S.-H., & Wu, H.-C. (2023). The relationship between child development and small for gestational age among preschool children. Tzu Chi Medical Journal, 35(1), 78-83. doi: 10.4103/tcmj.tcmj_227_21.
[6] Cohrssen, C., Fielding, J., & Bird, J. (2024). Informal assessment of preschool children’s concepts of zero. Early Childhood Education Journal, 53, 891-902. doi: 10.1007/s10643-024-01634-8.
[7] Declaration of Helsinki. (2013). Retrieved from https://www.wma.net/what-we-do/medical-ethics/declaration-of-helsinki/.
[8] Demangeon, A., Claudel-Valentin, S., Aubry, A., & Tazouti, Y. (2023). A meta-analysis of the effects of Montessori education on five fields of development and learning in preschool and school-age children. Contemporary Educational Psychology, 73, article number 102182. doi: 10.1016/j.cedpsych.2023.102182.
[9] Dockrell, J., Massonnie, J., & Ang, L. (2024). Measurement of cognition and profiling early learning environments in India, Indonesia and Senegal: A UKRI GCRF Action Against Stunting Hub protocol paper. BMJ Paediatrics Open, 8, article number e001685. doi: 10.1136/bmjpo-2022-001685.
[10] Erfan, M., Maulyda, M., Ermiana, I., Hidayati, V., & Widodo, A. (2020). Validity and reliability of cognitive tests study and development of elementary curriculum using Rasch model. Psychology, Evaluation, and Technology in Educational Research, 3(1). doi: 10.33292/petier.v3i1.51.
[11] Gao, C., Hu, C., Qian, Q., Li, Y., Xing, X., Gong, P., Lin, M., & Ding, Z. (2024). Artificial intelligence model system for bone age assessment of preschool children. Pediatric Research, 96, 1822-1828. doi: 10.1038/s41390-024-03282-5.
[12] Gustafsson, B.M., & Sund Levander, M. (2024). Preschool teachers’ assessments of behavioural problems, impact on daily life, and engagement in children with neurodevelopmental symptoms: A Swedish comparative, intervention study. European Journal of Education, 59(4), article number e12683. doi: 10.1111/ejed.12683.
[13] Hao, D., & Guohua, W. (2024). Investigation on evaluation of education effect based on deep learning algorithm. Learning and Motivation, 85, article number 101942. doi: 10.1016/j.lmot.2023.101942.
[14] Heuser, S., & Wolf, A. (2024). Practices of tolerance: The significance of common sense in settings of dense coexistence. Religions, 15(5), article number 562. doi: 10.3390/rel15050562.
[15] Kang, J., Mao, W., Wu, J., Huang, X., Casanova, M., Sokhadze, E., Li, X., & Geng, X. (2024). Development of EEG connectivity from preschool to school-age children. Frontiers in Neuroscience, 17, article number 1277786. doi: 10.3389/fnins.2023.1277786.
[16] Karpinska, O., Irzmanski, R., & Kilon, M. (2024). Assessment of factors influencing the effectiveness of sensory integration therapy in preschool and early school-aged children. Fizjoterapia Polska, 24(1), 160-166. doi: 10.56984/8ZG2EF8xlA.
[17] Kasparova, P., & Greaves, J. (2023). Validity of simplified self-report methods versus standard use method for pain assessment in preschool-aged children. Journal for Specialists in Pediatric Nursing, 28(3), article number е12411. doi: 10.1111/jspn.12411.
[18] King‐Dowling, S., Fortnum, K., & Cairney, J. (2023). Response to letter to the editor: Enhancing the discussion on physical fitness assessment in preschool children ̶ a focus on the PREFIT battery. American Journal of Human Biology, 36(2), article number e24017. doi: 10.1002/ajhb.24017.
[19] Kompiroviс, T., Popoviс, D., Radojeviс, T., & Bisevac, A. (2023). Preschool teachers professional training in the field of inclusive education in The North of Kosovo and Metohija. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(1), 37-50. doi: 10.23947/2334-8496-2023-11-1-37-50.
[20] Krzysztofik, K. (2024). Does a high threshold of sensory responsiveness affect the development of pretend play in children on the autism spectrum?. Journal of Neurodevelopmental Disorders, 16 article number 34. doi: 10.1186/s11689-024-09551-y.
[21] Lv, X., Li, L., Guo, L., He, T., & Liu, S. (2022). Game-based formative assessment of analogical reasoning in preschool children: Support from the Internet of things technology. Sustainability, 14(21), article number 13830. doi: 10.3390/su142113830.
[22] Mettler, J., Khoury, B., Zito, S., Sadowski, I., & Nancy, L. (2023). Mindfulness-based programs and school adjustment: A systematic review and meta-analysis. Journal of School Psychology, 97, 43-62. doi: 10.1016/j.jsp.2022.10.007.
[23] Nivins, S., Sauce, B., Liebherr, M., Judd, N., & Klingberg, T. (2024). Long-term impact of digital media on brain development in children. Scientific Reports, 14, article number 13030. doi: 10.1038/s41598-024-63566-y.
[24] Renaud, F., Béliveau, M.-J., Akzam-Ouellette, M.-A., Jauvin, K., & Labelle, F. (2022). Comparison of the wechsler preschool and primary scale of intelligence-third edition and the leiter-r intellectual assessments for clinic-referred children. Journal of Psychoeducational Assessment, 40(7), 825-838. doi: 10.1177/07342829221105388.
[25] Salaroli, L., Silva, J., & Pedraza, D. (2024). Body mass index assessment of preschool children during the COVID-19 pandemic. Journal of Human Growth and Development, 34(1), 174-185. doi: 10.36311/jhgd.v34.15749.
[26] Song, H.Q., Lau, P.W.C., & Wang, J.J. (2022). Investigation of the motor skills assessments of typically developing preschool children in China. BMC Pediatrics, 22, article number 84. doi: 10.1186/s12887-021-03098-w.
[27] Stepić, G., Veličković, S., Cekić Jovanović, O., & Miletić, A. (2023). The impact of the application of the online teaching model on the development of digital competencies of future preschool teachers. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(3), 487-495. doi: 10.23947/2334-8496-2023-11-3-487-495.
[28] Strooband, K.F.B., Howard, S.J., & Okely, A.D. (2023). Validity and reliability of a fine motor assessment for preschool children. Early Childhood Education Journal, 51, 801-810. doi: 10.1007/s10643-022-01336-z.