Preschool children’s communication, motor and social development

Parents’ and educators’ concerns

Sharynne McLeod, Kathryn Crowe, Jane McCormack, Paul White, Yvonne Wren, Elise Baker, Sarah Masso, Sue Roulstone

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

Purpose: During early childhood, it is important to identify which children require intervention before they face the increased demands of school. This study aimed to: (1) compare parents’ and educators’ concerns, (2) examine inter-rater reliability between parents’ and educators’ concerns and (3) determine the group difference between level of concern and children’s performance on clinical testing. Method: Parents and educators of 1205 4- to 5-year-old children in the Sound Start Study completed the Parents’ Evaluation of Developmental Status. Children whose parents/educators were concerned about speech and language underwent direct assessment measuring speech accuracy (n = 275), receptive vocabulary (n = 131) and language (n = 274). Result: More parents/educators were concerned about children’s speech and expressive language, than behaviour, social–emotional, school readiness, receptive language, self-help, fine motor and gross motor skills. Parents’ and educators’ responses were significantly correlated (except gross motor). Parents’ and educators’ level of concern about expressive speech and language was significantly correlated with speech accuracy on direct assessment. Educators’ level of concern was significantly correlated with a screening measure of language. Scores on a test of receptive vocabulary significantly differed between those with concern and those without. Conclusion: Children’s communication skills concerned more parents and educators than other aspects of development and these concerns generally aligned with clinical testing.
Original languageEnglish
Pages (from-to)468-482
Number of pages15
JournalInternational Journal of Speech-Language Pathology
Volume20
Issue number4
Early online date2017
DOIs
Publication statusPublished - Jul 2018

Fingerprint

Parents
Communication
Language
Language Tests
Educators
Motor Development
Social Development
Motor Skills
Vocabulary

Cite this

@article{087cd1dbb14149d2848aad0b2746f8c7,
title = "Preschool children’s communication, motor and social development: Parents’ and educators’ concerns",
abstract = "Purpose: During early childhood, it is important to identify which children require intervention before they face the increased demands of school. This study aimed to: (1) compare parents’ and educators’ concerns, (2) examine inter-rater reliability between parents’ and educators’ concerns and (3) determine the group difference between level of concern and children’s performance on clinical testing. Method: Parents and educators of 1205 4- to 5-year-old children in the Sound Start Study completed the Parents’ Evaluation of Developmental Status. Children whose parents/educators were concerned about speech and language underwent direct assessment measuring speech accuracy (n = 275), receptive vocabulary (n = 131) and language (n = 274). Result: More parents/educators were concerned about children’s speech and expressive language, than behaviour, social–emotional, school readiness, receptive language, self-help, fine motor and gross motor skills. Parents’ and educators’ responses were significantly correlated (except gross motor). Parents’ and educators’ level of concern about expressive speech and language was significantly correlated with speech accuracy on direct assessment. Educators’ level of concern was significantly correlated with a screening measure of language. Scores on a test of receptive vocabulary significantly differed between those with concern and those without. Conclusion: Children’s communication skills concerned more parents and educators than other aspects of development and these concerns generally aligned with clinical testing.",
keywords = "behaviour, children, communication, development, early childhood, educators, fine motor, gross motor, language, parents, school readiness, screening, speech, teachers",
author = "Sharynne McLeod and Kathryn Crowe and Jane McCormack and Paul White and Yvonne Wren and Elise Baker and Sarah Masso and Sue Roulstone",
year = "2018",
month = "7",
doi = "10.1080/17549507.2017.1309065",
language = "English",
volume = "20",
pages = "468--482",
journal = "Advances in Speech Language Pathology",
issn = "1441-7049",
publisher = "Informa Healthcare USA",
number = "4",

}

Preschool children’s communication, motor and social development : Parents’ and educators’ concerns. / McLeod, Sharynne; Crowe, Kathryn; McCormack, Jane; White, Paul; Wren, Yvonne; Baker, Elise; Masso, Sarah; Roulstone, Sue.

In: International Journal of Speech-Language Pathology, Vol. 20, No. 4, 07.2018, p. 468-482.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Preschool children’s communication, motor and social development

T2 - Parents’ and educators’ concerns

AU - McLeod, Sharynne

AU - Crowe, Kathryn

AU - McCormack, Jane

AU - White, Paul

AU - Wren, Yvonne

AU - Baker, Elise

AU - Masso, Sarah

AU - Roulstone, Sue

PY - 2018/7

Y1 - 2018/7

N2 - Purpose: During early childhood, it is important to identify which children require intervention before they face the increased demands of school. This study aimed to: (1) compare parents’ and educators’ concerns, (2) examine inter-rater reliability between parents’ and educators’ concerns and (3) determine the group difference between level of concern and children’s performance on clinical testing. Method: Parents and educators of 1205 4- to 5-year-old children in the Sound Start Study completed the Parents’ Evaluation of Developmental Status. Children whose parents/educators were concerned about speech and language underwent direct assessment measuring speech accuracy (n = 275), receptive vocabulary (n = 131) and language (n = 274). Result: More parents/educators were concerned about children’s speech and expressive language, than behaviour, social–emotional, school readiness, receptive language, self-help, fine motor and gross motor skills. Parents’ and educators’ responses were significantly correlated (except gross motor). Parents’ and educators’ level of concern about expressive speech and language was significantly correlated with speech accuracy on direct assessment. Educators’ level of concern was significantly correlated with a screening measure of language. Scores on a test of receptive vocabulary significantly differed between those with concern and those without. Conclusion: Children’s communication skills concerned more parents and educators than other aspects of development and these concerns generally aligned with clinical testing.

AB - Purpose: During early childhood, it is important to identify which children require intervention before they face the increased demands of school. This study aimed to: (1) compare parents’ and educators’ concerns, (2) examine inter-rater reliability between parents’ and educators’ concerns and (3) determine the group difference between level of concern and children’s performance on clinical testing. Method: Parents and educators of 1205 4- to 5-year-old children in the Sound Start Study completed the Parents’ Evaluation of Developmental Status. Children whose parents/educators were concerned about speech and language underwent direct assessment measuring speech accuracy (n = 275), receptive vocabulary (n = 131) and language (n = 274). Result: More parents/educators were concerned about children’s speech and expressive language, than behaviour, social–emotional, school readiness, receptive language, self-help, fine motor and gross motor skills. Parents’ and educators’ responses were significantly correlated (except gross motor). Parents’ and educators’ level of concern about expressive speech and language was significantly correlated with speech accuracy on direct assessment. Educators’ level of concern was significantly correlated with a screening measure of language. Scores on a test of receptive vocabulary significantly differed between those with concern and those without. Conclusion: Children’s communication skills concerned more parents and educators than other aspects of development and these concerns generally aligned with clinical testing.

KW - behaviour

KW - children

KW - communication

KW - development

KW - early childhood

KW - educators

KW - fine motor

KW - gross motor

KW - language

KW - parents

KW - school readiness

KW - screening

KW - speech

KW - teachers

UR - http://www.scopus.com/inward/record.url?scp=85017607841&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85017607841&partnerID=8YFLogxK

U2 - 10.1080/17549507.2017.1309065

DO - 10.1080/17549507.2017.1309065

M3 - Article

VL - 20

SP - 468

EP - 482

JO - Advances in Speech Language Pathology

JF - Advances in Speech Language Pathology

SN - 1441-7049

IS - 4

ER -