Start Date
4-9-2023 2:45 PM
End Date
4-9-2023 2:45 PM
Subjects
Cognitive development, Young children, Early childhood education, Oral language, Measures, Achievement tests, Learning progressions
Abstract
The correlation between early cognitive and psychosocial development is well established. For this reason, some measurement tools, such as UNICEF’s Early Childhood Development Index (ECDI2030), provide a single score as an overall indicator of a child’s development because performing poorly in one area is likely to mean inadequate development across all areas. While these broad indicators can be useful at a system level, understanding children’s development in discrete domain areas is essential for meaningful intervention. This presentation will explore how measurement tools, such as ACER’s Progressive Achievement Tests (PAT) for the Early Years, can be used to support targeted intervention across a range of learning areas. PAT Early Years will be situated within the broader context of ACER’s early learning descriptions of progress, which establish oral language as a foundational skill and highlight the importance of recognising each child’s progress over time regardless of their starting place.
Recommended Citation
Knowles, S. (2023). Understanding early cognitive development: Using PAT Early Years to support student learning. In K. Burns (Ed.), Research Conference 2023: Becoming Lifelong Learners. Proceedings and Program (pp. 60–67). Australian Council for Educational Research. https://doi.org/10.37517/978-1-74286-715-1-21
Copyright Statement
Copyright Australian Council for Educational Research 2023
Place of Publication
Melbourne, Australia
Publisher
Australian Council for Educational Research
ISBN
978-1-74286-715-1
DOI
https://doi.org/10.37517/978-1-74286-715-1-21
Included in
Early Childhood Education Commons, Educational Assessment, Evaluation, and Research Commons
Understanding early cognitive development: Using PAT Early Years to support student learning
The correlation between early cognitive and psychosocial development is well established. For this reason, some measurement tools, such as UNICEF’s Early Childhood Development Index (ECDI2030), provide a single score as an overall indicator of a child’s development because performing poorly in one area is likely to mean inadequate development across all areas. While these broad indicators can be useful at a system level, understanding children’s development in discrete domain areas is essential for meaningful intervention. This presentation will explore how measurement tools, such as ACER’s Progressive Achievement Tests (PAT) for the Early Years, can be used to support targeted intervention across a range of learning areas. PAT Early Years will be situated within the broader context of ACER’s early learning descriptions of progress, which establish oral language as a foundational skill and highlight the importance of recognising each child’s progress over time regardless of their starting place.