Teachers' Perspectives on Strength-Based and Deficit-Based Instruments for Assessing Socioemotional Development in Early Childhood

Sjö, Nina Madsen; Kiil, Astrid; Jensen, Peter

doi:10.1097/iyc.0000000000000180

Cited by 6 publications

(5 citation statements)

References 24 publications

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“…Our study found strong correlations between play observations and social-emotional competences in educator rating, suggesting effective measurement of social-emotional development in young refugee children. Notably, no corresponding correlations emerged with general symptom scores, suggesting that strength-based measures and our play observations may more accurately assess children's psychosocial competences than deficit-focused measures [15,44]. Solely assessing children's symptom load may underestimate children's abilities, as social-emotional competences in a specific context may not equate to the absence of problembased behavior [44].…”

Section: Discussionmentioning

confidence: 72%

“…Notably, no corresponding correlations emerged with general symptom scores, suggesting that strength-based measures and our play observations may more accurately assess children's psychosocial competences than deficit-focused measures [15,44]. Solely assessing children's symptom load may underestimate children's abilities, as social-emotional competences in a specific context may not equate to the absence of problembased behavior [44]. Our findings highlight both difficulties and social-emotional abilities of refugee children, setting a focus on their resilience in the face of refugee accommodations in which the educator reports where obtained [34].…”

Section: Discussionmentioning

confidence: 76%

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Exploring Mental Health and Development in Refugee Children Through Systematic Play Assessment

Bernhardt,

Le Beherec,

Uppendahl

et al. 2023

Child Psychiatry Hum Dev

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To evaluate a standardized play observation as a measure of young children’s mental health and development in a clinical and refugee population. We conducted individual play observations with 70 refugee children aged 3- to 6-years and compared them to a clinical group of 111 age-matched children regarding their level of play development, social interaction during play, traumatic re-enactments, and emotionless-cold play. Additionally, we assessed children’s mental health, social-emotional development and markers of adversity by parent and educator report as well as their IQ-test scores and learning performance and related these factors to the play variables. Play variables were significantly correlated with IQ-test scores (r = 0.184, p = 0.037), learning performance (r = 0.208, p = 0.010) and vocabulary (r = 0.208, p = 0.021) in the comparison group and with social-emotional development in educator report (r = 0.368, p = 0.011), time spent in Germany (r = 0.342, p < 0.001) and parental distress (r = − 0.292, p = 0.034) in the refugee group. Children with more parent-reported adverse experiences showed less social-interactive play in the overall sample (r = − 0.178, p = 0.011). Our child-centered approach to standardized play observation augments information obtained from parent and educator reports and can provide valuable insights in subgroups where other commonly used tests are not available or applicable.

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Section: Discussionmentioning

confidence: 72%

Section: Discussionmentioning

confidence: 76%

Exploring Mental Health and Development in Refugee Children Through Systematic Play Assessment

Bernhardt,

Le Beherec,

Uppendahl

et al. 2023

Child Psychiatry Hum Dev

View full text Add to dashboard Cite

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“…For this reason, its content could also be useful for suggesting strategies aimed at strengthening social competence and play between children. Strength-based formulations had higher acceptability among Danish teachers than deficit-based instruments, in a recent comparison (Sjö et al, 2021). The reception of the teachers and their willingness to use the observation instrument TIS may be related to its strength-based characteristics.…”

Section: Discussionmentioning

confidence: 96%

Reliability and Validity of a Teacher Impressions Scale to Assess Social Play of Swedish Children in Inclusive Preschools

Sedem

Siljehag

Westling

et al. 2022

Assessment for Effective Intervention

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Play and peer interactions are crucial for children’s socioemotional development and growth. However, children with special needs, disabilities, and developmental delays may not participate in play with peers as much as typically developing children. Reliable and valid assessment information of children’s social behavior is necessary to design programs that support the socioemotional development of young children with and without special needs. The Teacher Impression Scale (TIS) is a behavioral rating scale based on systematic observations of children’s social behaviors in play. The study aimed to examine the internal structure evidence and the reliability of the Swedish version of the TIS. A sample of 46 preschool teachers used the TIS to rate the social behavior of 92 children. Teachers observed children with special education needs (SEN) and typically developing children (TD) during a 2-week time to assess the children’s social interactions in different play situations. The results showed that the Swedish version of the TIS, hereafter called TIS-S is reliable and can help teachers to identify the need of support for children in play and social interaction in inclusive preschool environments. Furthermore, the instrument could also be useful for identifying special educational strategies aimed at strengthening the social interaction between children.

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“…This combination is particularly beneficial in identifying potential mental health or developmental problems, addressing some limitations of the ASQ. Both SEAM and SDQ utilize a strength-based approach, focusing on various aspects of child development (Du et al, 2008; Goodman, 2001; Sjö et al, 2021).…”

Section: Social-emotional Assessment Measurementioning

confidence: 99%

Validating the Social-Emotional Assessment Measure (36–66 Months) for Use Among Chinese Preschoolers

Zhu,

Weng,

Bian

et al. 2024

Journal of Psychoeducational Assessment

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This study examined the psychometric properties of the Chinese version of the Social-Emotional Assessment Measure (SEAM) (33–66 months), which is designed to assess social-emotional difficulties and behavior disorders in young children. In this case, the SEAM was translated and back-translated. The sample included 2477 preschoolers (1256 boys; M age = 57.57 months, SD = 10.93) residing in Shanghai, China. In summary, the results presented a 10-factor model that showed a good fit for the SEAM (33–66 months). Ultimately, the analyses demonstrated adequate internal consistency, reliability, and convergent validity. These findings indicate that the SEAM (33–36 months) is appropriate for use in Chinese preschool populations.

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Teachers' Perspectives on Strength-Based and Deficit-Based Instruments for Assessing Socioemotional Development in Early Childhood

Cited by 6 publications

References 24 publications

Exploring Mental Health and Development in Refugee Children Through Systematic Play Assessment

Exploring Mental Health and Development in Refugee Children Through Systematic Play Assessment

Reliability and Validity of a Teacher Impressions Scale to Assess Social Play of Swedish Children in Inclusive Preschools

Validating the Social-Emotional Assessment Measure (36–66 Months) for Use Among Chinese Preschoolers

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