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Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools
Published on: June 20, 2020
Preschool executive control on the Shape School task: measurement considerations and utility
Verena E Pritchard1, Lianne J Woodward1
1Canterbury Child Development Research Group.
Psychological Assessment
|March 9, 2011
Summary
The Shape School task shows promise for assessing preschool executive functions (EF). Performance is linked to language, cognition, and other neurodevelopmental skills, aiding early identification of difficulties.
Area of Science:
- Developmental Psychology
- Neuroscience
- Educational Psychology
Background:
- Executive functions (EF) are crucial for goal-directed behavior and develop rapidly in preschoolers.
- Existing measures of preschool EF have limited data on sensitivity and predictive validity.
- Neurodevelopmental factors underlying early EF deficits are not well understood.
Purpose of the Study:
- To evaluate the discriminant and predictive validity of the Shape School task for assessing preschool executive functions.
- To explore the neurodevelopmental correlates of performance on the Shape School task.
- To examine how different aspects of task performance relate to later academic achievement.
Main Methods:
- Utilized a regional sample of 209 preschool children (age 4).
- Employed a 2-tiered measurement approach assessing both task completion and efficiency.
- Examined performance in relation to various neurodevelopmental domains and later academic achievement (age 6).
Main Results:
- The Shape School task demonstrated utility in differentiating at-risk from typically developing children.
- Performance was strongly associated with language and global cognitive abilities.
- Attention, motor skills, and ocular control also played a role; task completion and efficiency scores showed distinct associations.
Conclusions:
- The Shape School task is a potentially useful tool for evaluating preschool executive functions.
- Executive function performance in preschoolers is influenced by a range of neurodevelopmental factors.
- Distinguishing between task completion and efficiency offers nuanced insights into executive function and its developmental correlates.
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