scholarly journals Neural Activity during Natural Viewing of Sesame Street Statistically Predicts Test Scores in Early Childhood

PLoS Biology ◽  
2013 ◽  
Vol 11 (1) ◽  
pp. e1001462 ◽  
Author(s):  
Jessica F. Cantlon ◽  
Rosa Li
Keyword(s):  
Early Childhood ◽  
Neural Activity ◽  
Test Scores ◽  
Sesame Street

Insights Into Young Children's Coding With Data Analytics

2021 ◽  
pp. 295-317
Author(s):  
Apittha Unahalekhaka ◽  
Jessica Blake-West ◽  
XuanKhanh Nguyen
Keyword(s):  
Early Childhood ◽  
Science Education ◽  
Computer Science ◽  
Test Scores ◽  
Learning Analytics ◽  
Computer Science Education ◽  
Computational Thinking ◽  
Future Directions ◽  
Research In Education ◽  
Educational Field

Over the past decade, there has been a growing interest in learning analytics for research in education and psychology. It has been shown to support education by predicting learning performances such as school completion and test scores of students in late elementary and above. In this chapter, the authors discuss the potential of learning analytics as a computational thinking assessment in early childhood education. They first introduce learning analytics by discussing its various applications and the benefits and limitations that it offers to the educational field. They then provide examples of how learning analytics can deepen our understanding of computational thinking through observing young children's engagement with ScratchJr: a tablet coding app designed for K-2 students. Finally, they close this chapter with future directions for using learning analytics to support computer science education.

scholarly journals Measuring Unobserved Variables in Educational Inequality Research: Mathematics and Language 'Abilities' in Early Childhood

2019 ◽  
Author(s):  
Alejandra Rodríguez Sánchez
Keyword(s):  
Early Childhood ◽  
Measurement Error ◽  
Cognitive Abilities ◽  
Test Scores ◽  
Social Inequalities ◽  
Educational Inequality ◽  
Theory Of Measurement ◽  
Measurement Model ◽  
Measurement Models ◽  
Validation Framework

Evidence of social inequalities in cognitive abilities in early childhood has been documented in many societies; however, three characteristics of the data used to measure cognitive constructs make it difficult to quantify inequalities across groups. First, a causal understanding of validity is not compatible with the standard validation framework, which forces researchers to think critically what it means to measure unobserved constructs. Second, test scores only provide ordinal information about individuals, they are not interval scales and require the use of suitable corresponding methods for their study. Third, measurement invariance, which causes measurement error, may make comparison of test scores across groups invalid. The paper explores these three data problems applied to standardized tests---one mathematics and two language assessments---taken by a cohort of German children. The paper proposes a comparative validation framework for researchers based on nonparametric psychometric models and the representational theory of measurement. This framework can help researchers to determine if data fit the assumptions of a measurement model, to check for various forms of measurement error, and to overcome potential issues. A comparison of competing statistical modeling alternatives reveals substantial differences: By conceptualizing ability as ordinal instead of interval and excluding items that do not fit the assumptions of measurement models, I find a reduction in effect sizes for typical covariates studied in social stratification research.

scholarly journals Penerapan Metode Bermain Peran untuk Meningkatkan Kemampuan Bersosialisasi Pada Pendidikan Anak Usia Dini

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Nurul Aida ◽  
Rr. Amanda Pasca Rini
Keyword(s):  
Early Childhood ◽  
Social Skills ◽  
Study Design ◽  
Test Scores ◽  
Measuring Instruments ◽  
Test Design ◽  
Social Ability ◽  
The Social ◽  
Post Test ◽  
Group A

This study aims to contain a statement that proves the influence the play of role methods to social skills of children. The subjects were 15 children and the characteristics of the subjects are: a ) children aged 4-5 years ( group A ) , b ) indicates a low social skills. The study design used one group pre - test - post - test design. Measuring instruments in this study used the Social Ability Scale from Likert Scale adaptation ( Scale Social Ability ) . Method of analysis used Mann - Whitney / Wilcoxon , to know descriptives Statistics for different test scores of pre - test and post - test . The Results of Mann - Whitney / Wilcoxon inter- rater high enough ( pre - test and post-test 86.80 154.07 . Results of Mann - Whitney / Wilcoxon shows that learning to play of role method can improve social skills of early childhood ( p = 0.000 ).

Predicting Preschool Speech/Language Referral-Status with the Lollipop Test and the Cognitive-Language Profile of the Early Screening Profiles

1995 ◽  
Vol 80 (3) ◽  
pp. 1025-1026 ◽  
Author(s):  
Lawrence Eno ◽  
Paula Woehlke
Keyword(s):  
Early Childhood ◽  
Clinical Judgment ◽  
Test Scores ◽  
Screening Test ◽  
Speech And Language ◽  
Early Screening ◽  
Referral Status ◽  
Language Screening

603 preschoolers who attended early childhood screenings were administered the Lollipop Test, the Cognitive Language Profile of the Early Screening Profiles, and the Fluharty Preschool Speech and Language Screening Test. Scores from the Lollipop and the Cognitive-Language Profile significantly predicted speech/language referral-status based on Fluharty scores and clinical judgment.

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