prikaz prve stranice dokumenta Agreement between the Assessments of Parents and Preschool Teachers of Different Developmental Areas of Preschoolers
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Scientific paper - Original scientific paper
Agreement between the Assessments of Parents and Preschool Teachers of Different Developmental Areas of Preschoolers
Croatian Journal of Education : Hrvatski časopis za odgoj i obrazovanje, 23. (2021), 4.; 1139-1169. https://doi.org/10.15516/cje.v23i4.4241
Velki, Tena; Romstein, Ksenija; Ružić, Valentina

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Velki, T., Romstein, K. & Ružić, V. (2021). Agreement between the Assessments of Parents and Preschool Teachers of Different Developmental Areas of Preschoolers. Croatian Journal of Education : Hrvatski časopis za odgoj i obrazovanje, 23.. (4.), 1139-1169. doi: 10.15516/cje.v23i4.4241

Velki, Tena, et al. "Agreement between the Assessments of Parents and Preschool Teachers of Different Developmental Areas of Preschoolers." Croatian Journal of Education : Hrvatski časopis za odgoj i obrazovanje, vol. 23., no. 4., 2021, pp. 1139-1169. https://doi.org/10.15516/cje.v23i4.4241

Velki, Tena, Ksenija Romstein and Valentina Ružić. "Agreement between the Assessments of Parents and Preschool Teachers of Different Developmental Areas of Preschoolers." Croatian Journal of Education : Hrvatski časopis za odgoj i obrazovanje 23., no. 4. (2021): 1139-1169. https://doi.org/10.15516/cje.v23i4.4241

Velki, T., Romstein, K. and Ružić, V. (2021) 'Agreement between the Assessments of Parents and Preschool Teachers of Different Developmental Areas of Preschoolers', Croatian Journal of Education : Hrvatski časopis za odgoj i obrazovanje, 23.(4.), pp. 1139-1169. doi: 10.15516/cje.v23i4.4241

Velki T, Romstein K, Ružić V. Agreement between the Assessments of Parents and Preschool Teachers of Different Developmental Areas of Preschoolers. Croatian Journal of Education : Hrvatski časopis za odgoj i obrazovanje [Internet]. 2021 [cited 2024 November 09];23.(4.):1139-1169. doi: 10.15516/cje.v23i4.4241

T. Velki, K. Romstein and V. Ružić, "Agreement between the Assessments of Parents and Preschool Teachers of Different Developmental Areas of Preschoolers", Croatian Journal of Education : Hrvatski časopis za odgoj i obrazovanje, vol. 23., no. 4., pp. 1139-1169, 2021. [Online]. Available at: https://urn.nsk.hr/urn:nbn:hr:141:844225. [Accessed: 09 November 2024]

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Title (english)Agreement between the Assessments of Parents and Preschool Teachers of Different Developmental Areas of Preschoolers
Title (croatian)Slaganje procjena roditelja i odgojitelja za različita područja razvoja predškolaca
AuthorTena Velki
AuthorKsenija Romstein
AuthorValentina Ružić
Author's institutionJosip Juraj Strossmayer University of Osijek
Faculty of Education
Scientific / art field,
discipline and subdiscipline		SOCIAL SCIENCES
Psychology
Developmental Psychology
Abstract (english)
People who know the child well and spend a significant amount of time with him/ her (usually parents/caregivers and preschool teachers) are crucial for identifying developmental delays in preschool children, since the decision about the need for intervention or treatment is often based largely on their assessments. The aim of this study1 was to examine concordance, i.e. agreement between the parents and preschool teachers’ assessments of different aspects of preschool children’s development. In total, 60 pairs of raters (parents-preschool teachers) participated in the study and gave assessment for children aged from 30 months to 54 months (42.6% were boys and 57.4% were girls). Both parents and preschool teachers filled out the Ages & Stages-3 Questionnaire (ASQ-3; Squires et al., 2009) translated into Croatian language for the purpose of the research project. Interrater agreement was tested for 5 developmental areas: communication, gross motor, fine motor, problem solving, personal-social area and general concerns. Intraclass correlation coefficients have shown poor to moderate correlation for interrater agreements (ICC=0.36-0.84), while interrater reliability measured by Cohen›s Kappa has shown fair to moderate agreement (κ=0.31-0.61), depending on developmental area. Ages & Stages-3 has not proved to be a completely reliable measurement instrument, where it is necessary to use different raters as well as additional instruments for a more accurate assessment of developmental delays.
Abstract (croatian)
Kada promatramo djecu predškolske dobi te potencijalna razvojna odstupanja, od ključne važnosti su nam osobe koje dobro poznaju dijete (obično roditelji/skrbnici i odgojitelji) i provode značajan dio vremena s njim, jer se odluka o potrebi za intervencijom ili tretmanom najčešće donosi na temelju njihovih procjena djeteta. Cilj je istraživanja1 ispitati slaganje procjena roditelja i odgojitelja za različite aspekte razvoja djece predškolske dobi. U istraživanju je sudjelovalo 60 parova procjenjivača (roditelj-odgojitelj) koji su procjenjivali djecu u dobi od 30 mjeseci do 54 mjeseca (42,6 % procjene muške djece te 57,4 % ženske djece). I roditelji i odgojitelji popunili su upitnik „Dob i razvojne razine-3“ (Ages & Stages-3; Squires i sur., 2009) koji je za potrebe istraživačkoga projekta preveden na hrvatski jezik. Slaganja procjenjivača provjerena su za 5 područja dječjega razvoja: komunikacija, gruba motorika, fina motorika, rješavanje problema, osobno-društveno te opću zabrinutost. Intraklasni koeficijenti korelacije pokazali su slabe do umjerene povezanosti slaganja procjenjivača (ICC = 0,36–0,84) dok je pouzdanost slaganja procjenjivača mjerena Kappa koeficijentom pokazala blago do značajno slaganje (κ = 0,31–0,61) ovisno o razvojnom području. „Dob i razvojne razine-3“ nije se pokazao u potpunosti pouzdan mjerni instrument pri čemu je nužno za mjerenje razvojnih odstupanja koristiti više procjenjivača kao i dodatne mjerne instrumente.
Keywords (english)
Keywords (croatian)
Languageenglish
Languagecroatian
Publication typeScientific paper - Original scientific paper
Publication statusPublished
Peer reviewPeer review - international
Publication versionPublished version
Journal titleCroatian Journal of Education : Hrvatski časopis za odgoj i obrazovanje
Numberingvol. 23., no. 4., pp. 1139-1169
p-ISSN1848-5189
e-ISSN1848-5197
DOIhttps://doi.org/10.15516/cje.v23i4.4241
URN:NBNurn:nbn:hr:141:844225
Publication2021
ProjectNumber: NadSve
Title (croatian): Promjena paradigme poučavanja u ranom djetinjstvu: konstruktivizam i razvojni pristup vs. biheviorističke strategije
Acronym: INGI-2015-29
Leader: Tena Velki
Jurisdiction: Croatia
Document URLhttps://hrcak.srce.hr/272633
Type of resourceText
Access conditionsOpen access
Terms of useLicence In copyright icon
RepositoryFOOZOS Repository
Created on2022-02-19 17:26:40