Understanding early cognitive development: Using PAT Early Years to support student learning

Sandra Knowles

doi:10.37517/978-1-74286-715-1-21

Understanding early cognitive development: Using PAT Early Years to support student learning

Sandra Knowles

Australian Council for Educational Research (ACER)

Research output: Contribution to conference › Presentation

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.

Original language	English
DOIs	https://doi.org/10.37517/978-1-74286-715-1-21
Publication status	Published - 4 Sept 2023

Keywords

Achievement tests
Cognitive development
Early childhood education
Learning progressions
Measures
Oral language
Young children

Disciplines

Early Childhood Education
Educational Assessment, Evaluation, and Research

Access to Document

10.37517/978-1-74286-715-1-21Licence: Unspecified

https://research.acer.edu.au/rc21-30/rc2023/rc2023/21

Cite this

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title = "Understanding early cognitive development: Using PAT Early Years to support student learning",

abstract = " The correlation between early cognitive and psychosocial development is well established. For this reason, some measurement tools, such as UNICEF{\textquoteright}s Early Childhood Development Index (ECDI2030), provide a single score as an overall indicator of a child{\textquoteright}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{\textquoteright}s development in discrete domain areas is essential for meaningful intervention. This presentation will explore how measurement tools, such as ACER{\textquoteright}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{\textquoteright}s early learning descriptions of progress, which establish oral language as a foundational skill and highlight the importance of recognising each child{\textquoteright}s progress over time regardless of their starting place.",

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note = "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 Cognitive development, Young children, Early childhood education, Oral language, Measures, Achievement tests, Learning progressions Melbourne, Australia",

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AB - 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.

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