家长的观点在评估家长报告清单中用于评估儿童沟通发展

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH
Darinka Andjelkovic, M. Savić, Slavica Tutnjević
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引用次数: 0

摘要

父母呢?报告在实践中被接受,并且可以成为儿童研究中有效和可靠的信息来源。沟通发展和任何延迟。然而,父母呢?报告可能有需要考虑的重要局限性:父母的积极偏见;父母呢?理解儿童的语言理解能力;和父母吗?教育程度和有限的语言知识。在本文中,我们的立场是,父母最感兴趣的是一个充分的评估,从他们那里获得可靠的输入当然很重要。我们根据麦克阿瑟-贝茨交际发展量表(MacArthur-Bates communications Development inventory)的改编版本,将父母的经历与父母报告清单相结合,从而放大父母的声音。为此,我们对焦点小组讨论和其他开放式验证问题进行了定性归纳专题分析。确定了六个新出现的主题和分主题,并附有说明性引文。结果表明,原始cdi对具有完全不同的形态句法结构的语言的适应可能会产生没有上下文的难以识别和理解的项目。我们揭示了在执行这项任务时父母特有的困难,并提供了对父母的批判性理解。报告作为语言发展评估的一种方法。我们讨论潜在的解决方案给父母?在报道他们的孩子时不可避免地出现的困境?S沟通,以及对研究人员/从业者的回答?关于父母报告的有效性和可靠性的困境。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Parents’ perspective in the evaluation of a parental report inventory for the assessment of child communication development
Parents? reports are accepted in practice and can be a valid and reliable source of information in research on children?s communicative development and any delays in this. Nevertheless, parents? reports may have important limitations that need to be considered: parental positive bias; parents? understanding of the child language comprehension; and parents? education and limited linguistic knowledge. In this paper, we take the stance that parents are most interested in an adequate assessment, and obtaining reliable input from them is certainly important. We amplify the voice of parents by synthesizing their experiences with a parental report inventory as a method based on the usage of the adapted version of the MacArthur-Bates Communicative Development Inventory. With that aim, we conducted a qualitative inductive thematic analysis of focus group discussions and additional open-ended validation questions. Six emerging themes and sub-themes were identified and presented with illustrative quotations. Results revealed that the adaptation of original CDIs to languages with radically different morpho-syntactic structures may produce items that are hard to recognize and understand without a context. We bring to light parent-specific difficulties in performing this task and provide a critical understanding of parents? reports as a method of language development assessment. We discuss potential solutions to parents? dilemmas that inevitably arise when reporting on their child?s communication, as well as answers to researchers?/practitioners? dilemmas regarding the validity and reliability of parental reporting.
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来源期刊
Zbornik Instituta za Pedagoska Istrazivanja
Zbornik Instituta za Pedagoska Istrazivanja EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
0.50
自引率
0.00%
发文量
5
审稿时长
16 weeks
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