Quality of Child Development Scales. A Systematic Review

Autor/inn/en	Luque de Dios, Sara M.; Sánchez-Raya, Araceli; Moriana, Juan A.
Titel	Quality of Child Development Scales. A Systematic Review
Quelle	In: International Journal of Educational Psychology, 12 (2023) 2, S.119-148 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Luque de Dios, Sara M.) ORCID (Sánchez-Raya, Araceli) ORCID (Moriana, Juan A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-3591
Schlagwörter	Child Development; Developmental Stages; Preschool Children; Research Reports; Psychometrics; Cultural Differences; Rating Scales; Test Validity; Culture Fair Tests; Usability; Efficiency; Computer Assisted Testing; Infants; Toddlers; Measures (Individuals); Behavior Rating Scales; Adjustment (to Environment); Daily Living Skills; Disabilities; Psychomotor Skills; Neonates; Bayley Scales of Infant and Toddler Development; Battelle Developmental Inventory; Vineland Adaptive Behavior Scales; Pediatric Evaluation of Disabilities Inventory; Neonatal Behavioral Assessment Scale + Suchen Sie Ihr Suchwort? Kindesentwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Research report; Forschungsbericht; Psychometry; Psychometrie; Kultureller Unterschied; Rating-Skala; Testvalidität; Effectiveness; Effektivität; Wirkungsgrad; Infant; Toddler; Toddlers; Kleinkind; Infants; Messdaten; Alltagsfertigkeit; Handicap; Behinderung; Psychomotorische Aktivität; Neugeborenes Kind
Abstract	Currently, Developmental scales for children aged 0-6 years are a particularly valuable resource for assessing developmental milestones in children. Most scales are developed based on a broad conceptual framework, and their metric validation is insufficient and of low quality. The aim of this systematic review is to analyse the psychometric quality of these tests and identify aspects in need of improvement. To this end, the PRISMA methodology and the WOS and ProQuest databases were used to search for articles addressing this topic. A total of 680 articles were identified, of which 72 were selected using the established inclusion and exclusion criteria. The results indicate a scarcity of independent studies on the statistical measurement of the scales. The selected articles are very heterogeneous and validate these tests using adaptations of common metrics. Most perform cross-cultural, concurrent, and prognostic validations of the tests. We conclude that the quality of the scale metrics and other common aspects of these tests need to be improved, particularly sample sparsity and heterogeneity, as well as cultural biases. We underline the importance of applying for advances in metrics for the construction of developmental scales and recommend the use of computerised versions to improve their ease of use and efficiency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01