Volume 15, Issue 2 (1986)
Cognitive Assessment of Preschool Children
Jacqueline A. Schakel
ABSTRACT: This article discusses the need for an ecological approach to cognitive assessment of preschool-aged children. The purposes of cognitive assessment for this age group are discussed and the most popular theoretical approaches to cognitive assessment are presented briefly to offer a context for the review and critique of available instruments and procedures. Tests and techniques for cognitive assessment from these various approaches are reviewed in terms of strengths and weaknesses for use with preschoolers in an ecological assessment model and applicability to the types of decisions that must frequently be made about these children. Finally, implications for the practice of psychology in the schools are discussed.
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