Multilingual Assessment of Early Child Development: Analyses from Repeated Observations of Children in Kenya

Knauer, Heather A.; Kariger, Patricia; Jakiela, Pamela; Ozier, Owen; Fernald, Lia C. H.

doi:10.1596/1813-9450-9028

Cited by 1 publication

(2 citation statements)

References 31 publications

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“…According to different theories of early childhood development, there are also differences in the way early childhood development is evaluated. In response to the constructivist theory, some scholars have proposed that children's abilities and intelligence are accumulated and constructed on the basis of what they already have and, therefore, focus on the assessment of the construction of children's knowledge in the evaluation process of child development [11]. Some scholars also construct corresponding observation and evaluation standards based on existing experience and evaluate the development of children's abilities through the observation of children's behavior and the filling of parents' relevant information [12].…”

Section: Work Related To the Assessment Of Early Childhood Developmentmentioning

confidence: 99%

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Construction and Application of Random Forest (RF)-Based Early Childhood Development Assessment Models

Li,

2024

Applied Mathematics and Nonlinear Sciences

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Early childhood development (ECD) is an essential foundation for children’s future development and a building block and driving force for society’s future development. Traditional evaluation models of early childhood development focus on children’s comprehensive evaluation, ignoring the importance of each evaluation data. In addition, the previous evaluation model mainly relies on the expert’s experience, which is highly dependent and has a strengthened subjectivity. Therefore, this paper combines the random forest algorithm to construct an early childhood development evaluation model and builds a multilayer evaluation index system. Test experiments show that the evaluation results obtained after the model’s training have a lower error than the traditional evaluation model, and the results are closer to the expected results. Application experiments show that the model can effectively present the evaluation results of children’s abilities and intuitively present comprehensive evaluation results, so that parents and teachers can view the corresponding evaluation data according to the needs of children’s development. At the same time, the evaluation results are consistent with the actual development of children, which can provide parents and teachers with effective and reliable evaluation data to improve children’s development program.

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Section: Work Related To the Assessment Of Early Childhood Developmentmentioning

confidence: 99%

“…Shengwei Li, Guiyun Li and Xiaomeng Lu. Applied Mathematics and Nonlinear Sciences, 9(1) (2024)[1][2][3][4][5][6][7][8][9][10][11][12][13][14][15][16] …”

mentioning

confidence: 99%

Construction and Application of Random Forest (RF)-Based Early Childhood Development Assessment Models

Li,

2024

Applied Mathematics and Nonlinear Sciences

View full text Add to dashboard Cite

show abstract

Multilingual Assessment of Early Child Development: Analyses from Repeated Observations of Children in Kenya

Cited by 1 publication

References 31 publications

Construction and Application of Random Forest (RF)-Based Early Childhood Development Assessment Models

Construction and Application of Random Forest (RF)-Based Early Childhood Development Assessment Models

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