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Observation Worksheet for the Development of Self-Regulation of 2- To 3-Year-Old Children (AOS)

100%

Potorska A.

Studia Edukacyjne

2022

issue 65

117-135

This article presents the results of verifying the psychometric validity of a tool developed to investigate the developmental changes taking place in children attending nurseries, aged 2 to 3 years. The tool was used in research on the conditions created in nurseries for children of toddler age. It discusses the theoretical underpinnings of the concept of diagnosing early education environments and the assumptions designating the structure of the questionnaire measuring the effects of development of young children in the scope of self-regulation. The studies served to empirically validate the concept of the diagnosis of early care and education milieus and verify the validity of the psychometric tools to diagnose the effects of development of children aged 2 to 3 years. The study made use of the pedagogical monograph method and the observation technique. In order to carry out a longitudinal study with two measurements in the period from December 2017 to July 2018, 5 tools were developed, including the scale described in this article. A total of 131 children of toddler age attending 10 groups in 4 institutions and 20 caregivers working with them on a regular basis were included in the study. Subsequently, the results of the verification of the psychometric validity of the tool were presented: Cronbach’s alpha reliability coefficient, average correlations between items in both measures, and Pearson’s correlation coefficient (r) indicating the agreement between two judges. The psychometric validity of a scale is confirmed by data concerning high reliability and accuracy. Factor analysis was used to modify the sub-scale measuring the self-regulation capacity developed on the stage of tool development. The psychometric values obtained for the tool suggest that it can be aptly applied to forecast and monitor the development of the self-regulation of young children and, consequently, that it may contribute to creating more conducive conditions for them and assist the development of this ability.

Observation Worksheet for the Development of Self-Regulation of 2- to 3-year-old Children (AOS)

63%

Potorska A. B.

Lubelski Rocznik Pedagogiczny

2022

vol. 41

issue 1

207-224

Wprowadzenie: W tym artykule przestawiono rezultat sprawdzenia wartości psychometrycznych narzędzia opracowanego do badania zmian rozwojowych zachodzących u dzieci w wieku 2–3 lat, które uczęszczają do żłobków. Omówiono podstawy teoretyczne koncepcji diagnozy środowisk wczesnej edukacji i założenia wyznaczające konstrukcję arkusza do badania efektów rozwoju małych dzieci w zakresie samoregulacji. Cel badań: Badania służyły empirycznemu sprawdzeniu koncepcji diagnozy środowisk wczesnej opieki i edukacji oraz weryfikacji wartości psychometrycznych narzędzi do diagnozy efektów rozwoju dzieci 2–3-letnich. Metoda badań: W badaniach posłużono się metodą monografii pedagogicznej. W celu przeprowadzenia badań podłużnych z dwoma pomiarami opracowano pięć narzędzi. Badaniami objęto grupę 131 dzieci w wieku poniemowlęcym uczęszczających do 10 grup w czterech placówkach oraz 20 opiekunek na stałe pracujących z nimi. Wyniki: Przedstawiono wyniki weryfikacji wartości psychometrycznych narzędzia: współczynnik rzetelności alfa Cronbacha, średnie korelacje między pozycjami w obu pomiarach oraz współczynnik r-Pearsona. Wartość psychometryczną skali potwierdzają dane dotyczące wysokiej rzetelności oraz trafności. Wnioski: Uzyskane wartości psychometryczne narzędzia skłaniają do wniosku, że może ono być trafnie zastosowane w prognozowaniu i monitorowaniu rozwoju samoregulacji małych dzieci, a to w konsekwencji może przyczynić się do tworzenia im bardziej sprzyjających warunków do rozwoju tej zdolności.

Introduction: This article presents the results of verifying the psychometric validity of a tool developed to investigate the developmental changes taking place in children aged 2 to 3 years attending nurseries. It discusses the theoretical underpinnings of the concept of diagnosing early education environments and the assumptions designating the structure of the questionnaire measuring the effects of development of young children in the scope of self-regulation.Research Aim: The studies served to empirically validate the concept of the diagnosis of early care and education milieus and verify the validity of the psychometric tools to diagnose the effects of development of children aged 2 to 3 years. Method: The pedagogical monograph method was used in the study. In order to carry out the longitudinal research with two measurements, 5 tools were developed. A total of 131 children of toddler age attending 10 groups in 4 institutions and 20 caregivers working with them on a regular basis were included in the study.Results: The results of the verification of the psychometric validity of the tool were presented: Cronbach’s alpha reliability coefficient, average correlations between items in both measures, and Pearson’s (r) correlation coefficient. The psychometric validity of a scale is confirmed by data concerning high reliability and accuracy. Conclusions: The psychometric values obtained for the tool suggest that it can be aptly applied to forecast and monitor the development of the self-regulation of young children and may contribute to creating more conducive conditions for the development of this ability.

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1 Lubelski Rocznik Pedagogiczny

1 Studia Edukacyjne

1 Potorska A.

1 Potorska A. B.

2 2022

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Observation Worksheet for the Development of Self-Regulation of 2- To 3-Year-Old Children (AOS)

Observation Worksheet for the Development of Self-Regulation of 2- to 3-year-old Children (AOS)