{"title":"东亚及太平洋地区儿童早期发展量表的可靠性和有效性：中国纵向验证研究》。","authors":"Nirmala Rao, Yufen Su, Stephanie W Y Chan","doi":"10.1007/s10578-023-01526-9","DOIUrl":null,"url":null,"abstract":"<p><p>This study examined the test-retest reliability and predictive validity of the East Asia-Pacific Early Child Development Scales (EAP-ECDS) Short Form. In China, preschools typically provide children with educational activities in age-segregated classrooms - Kindergarten Level 1 (K1) (3 to 4 years), Kindergarten Level 2 (K2) (4 to 5 years), and Kindergarten Level 3 (K3) (5 to 6 years). A total of 709 children in K2 (M<sub>age</sub> = 57.85 months, SD = 4.77) were randomly selected from 29 kindergartens in Shanghai municipality and Guizhou province of China. Children were assessed using the EAP-ECDS in K2 and K3. School readiness was assessed in K3, and literacy and mathematics achievement were assessed in Grade 2. Pearson's correlation coefficient and intraclass correlation coefficient (ICC = 0.73) indicated that the tool had good test-retest reliability across K2 and K3. Regarding predictive validity, K2 EAP-ECDS predicted K3 school readiness (β = 0.26), Grade 2 language and literacy (β = 0.18) and mathematics (β = 0.22) after adjusting for age, gender, socioeconomic status, and region. Findings support using the tool to measure the holistic development of preschool-aged children in China and the region.</p>","PeriodicalId":10024,"journal":{"name":"Child Psychiatry & Human Development","volume":" ","pages":"1691-1700"},"PeriodicalIF":2.3000,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10050822/pdf/","citationCount":"0","resultStr":"{\"title\":\"Reliability and Validity of the East Asia-Pacific Early Child Development Scales: A Longitudinal Validation Study in China.\",\"authors\":\"Nirmala Rao, Yufen Su, Stephanie W Y Chan\",\"doi\":\"10.1007/s10578-023-01526-9\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>This study examined the test-retest reliability and predictive validity of the East Asia-Pacific Early Child Development Scales (EAP-ECDS) Short Form. In China, preschools typically provide children with educational activities in age-segregated classrooms - Kindergarten Level 1 (K1) (3 to 4 years), Kindergarten Level 2 (K2) (4 to 5 years), and Kindergarten Level 3 (K3) (5 to 6 years). A total of 709 children in K2 (M<sub>age</sub> = 57.85 months, SD = 4.77) were randomly selected from 29 kindergartens in Shanghai municipality and Guizhou province of China. Children were assessed using the EAP-ECDS in K2 and K3. School readiness was assessed in K3, and literacy and mathematics achievement were assessed in Grade 2. Pearson's correlation coefficient and intraclass correlation coefficient (ICC = 0.73) indicated that the tool had good test-retest reliability across K2 and K3. Regarding predictive validity, K2 EAP-ECDS predicted K3 school readiness (β = 0.26), Grade 2 language and literacy (β = 0.18) and mathematics (β = 0.22) after adjusting for age, gender, socioeconomic status, and region. Findings support using the tool to measure the holistic development of preschool-aged children in China and the region.</p>\",\"PeriodicalId\":10024,\"journal\":{\"name\":\"Child Psychiatry & Human Development\",\"volume\":\" \",\"pages\":\"1691-1700\"},\"PeriodicalIF\":2.3000,\"publicationDate\":\"2024-12-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10050822/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Child Psychiatry & Human Development\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.1007/s10578-023-01526-9\",\"RegionNum\":3,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2023/3/29 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHIATRY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Child Psychiatry & Human Development","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1007/s10578-023-01526-9","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2023/3/29 0:00:00","PubModel":"Epub","JCR":"Q2","JCRName":"PSYCHIATRY","Score":null,"Total":0}
Reliability and Validity of the East Asia-Pacific Early Child Development Scales: A Longitudinal Validation Study in China.
This study examined the test-retest reliability and predictive validity of the East Asia-Pacific Early Child Development Scales (EAP-ECDS) Short Form. In China, preschools typically provide children with educational activities in age-segregated classrooms - Kindergarten Level 1 (K1) (3 to 4 years), Kindergarten Level 2 (K2) (4 to 5 years), and Kindergarten Level 3 (K3) (5 to 6 years). A total of 709 children in K2 (Mage = 57.85 months, SD = 4.77) were randomly selected from 29 kindergartens in Shanghai municipality and Guizhou province of China. Children were assessed using the EAP-ECDS in K2 and K3. School readiness was assessed in K3, and literacy and mathematics achievement were assessed in Grade 2. Pearson's correlation coefficient and intraclass correlation coefficient (ICC = 0.73) indicated that the tool had good test-retest reliability across K2 and K3. Regarding predictive validity, K2 EAP-ECDS predicted K3 school readiness (β = 0.26), Grade 2 language and literacy (β = 0.18) and mathematics (β = 0.22) after adjusting for age, gender, socioeconomic status, and region. Findings support using the tool to measure the holistic development of preschool-aged children in China and the region.
期刊介绍：
Child Psychiatry & Human Development is an interdisciplinary international journal serving the groups represented by child and adolescent psychiatry, clinical child/pediatric/family psychology, pediatrics, social science, and human development. The journal publishes research on diagnosis, assessment, treatment, epidemiology, development, advocacy, training, cultural factors, ethics, policy, and professional issues as related to clinical disorders in children, adolescents, and families. The journal publishes peer-reviewed original empirical research in addition to substantive and theoretical reviews.
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