以幼兒學習為本的認知發展評量

黃艾珍, 成子娟

Research output: Contribution to journalArticles

Abstract

認知發展評估是學前教育所普遍關注的內容。然而,對於年幼兒童的認知研究大都集中於從發展角度確認年齡階段特徵和智商,比如,皮亞傑理論和心理計量理論等均屬於這方面的研究,而以學習為基礎評量幼兒認知能力發展的研究卻不多。本研究以幼兒學習為本,在《表現指標 (學前機構) 兒童發展範疇》 (教統局、社會福利處,2003) 的基礎上,發展出評量3至6歲兒童認知能力發展的一些項目,同時指出了研究結果對於指導學前教學的意義和局限性。 Assessment of cognitive development is a general concern in early childhood education, especially among Chinese parents. However, research on young children’s cognition focus mainly on identifying age specific characteristics of cognition and intellectual quotient, for example, the Piagetian theory and psychometrics approach belong to this category. Research while research on assessing young children’s cognitive development based on their learning is rare. Using the “Performance Indicators (Pre-primary Institutions) Domain on Children’s Development” (Education Bureau & Social Welfare Department, 2003) as the major reference, some items have been developed to assess the cognitive development of children aged from 3.5 to 6 based on their learning. Meanwhile, we also acknowledge the significance and limitations of the study on early childhood. Copyright © 2009 The Hong Kong Institute of Education.
Original languageChinese
Pages (from-to)32-41
Journal香港幼兒學報
Volume8
Issue number1
Publication statusPublished - Jun 2009

Citation

黃艾珍和成子娟(2009):以幼兒學習為本的認知發展評量,《香港幼兒學報》,8(1),頁32-41。

Keywords

  • Alt. title: Assessment of children’s cognitive development based on their learning