ASSIGNMENT 3
PORTFOLIO ASSIGNMENT
Carey Streeter
13335510
PYC4807
Unique Number: 721934
,Table of Contents
SECTION 1 : EXPERIENTIAL LEARNING ..........................................................................................2
QUESTION 1 ..........................................................................................................................................2
QUESTION 2 ..........................................................................................................................................2
QUESTION 3 ..........................................................................................................................................2
QUESTION 4 ..........................................................................................................................................3
QUESTION 5 ..........................................................................................................................................3
QUESTION 6 ..........................................................................................................................................3
QUESTION 7 ..........................................................................................................................................4
QUESTION 8 ..........................................................................................................................................4
SECTION 2 : CASE STUDY ..............................................................................................................4
2.1 Case Study 1 : Developmental context.............................................................................................4
Introduc on..........................................................................................................................................4
The reasons / ra onale for tes ng in a developmental context .............................................................5
The context of the assessment ..............................................................................................................6
Compiling a test ba ery ........................................................................................................................7
Using diagnos c measures vs developmental measures ........................................................................7
Pre-school vs infant measures ...............................................................................................................7
The Gri ths Scales : advantages and disadvantages..............................................................................8
The aim and constructs .........................................................................................................................8
The norm group : Becky vs the Gri ths Scales ......................................................................................9
Reliability and Validity within a South African context.........................................................................10
Results and Feedback : interpreta on and administra on ...................................................................11
Conclusion ..........................................................................................................................................13
SECTION 3: QUESTIONS ON THEORETICAL AND APPLIED KNOWLEDGE .......................................13
Ques on 1a ........................................................................................................................................13
Ques on 1b ........................................................................................................................................14
Ques on 2a ........................................................................................................................................14
Ques on 2b ........................................................................................................................................15
Ques on 3 ..........................................................................................................................................15
Ques on 4a ........................................................................................................................................16
Ques on 5a ........................................................................................................................................17
SECTION 4: REFERENCING AND PLAGIARISM..............................................................................18
4.1 Reference List ................................................................................................................................18
References.................................................................................................................................18
4.2 Plagiarism Declara on...................................................................................................................18
4.3 Turni n similarity index.................................................................................................................19
1
, SECTION 1 : EXPERIENTIAL LEARNING
QUESTION 1
The context I decided to choose was that of developmental assessment which involves the
assessment of development amongst infants and pre-school children. I decided to choose this
context of assessment because it highlights the educational / learning difficulties experienced by
younger children who are in their primary or pre-school years, and the psychological services
available to these children at their designated schools, or the lack thereof. To answer questions
related to this section I gathered the necessary information through an informal manner from
reading necessary extracts from the textbook Introduction to Psychological Assessment in the South
African Context (Foxcroft & Roodt, 2013) as well as through website articles and journals about
developmental assessment and the issue of availability of assessment services such as educational
psychologists in South African communities amongst pre-schoolers and children in primary school.
QUESTION 2
The context of developmental assessment in infants, pre-schoolers and children in primary school
could be described as being designated to the facets of childhood educational development and
social and cognitive development. The individuals present within this context are; teachers,
educational psychologists, pre-schoolers and infants as well as their parents or guardians. Typically,
the activities these pre-schoolers engage in on a day-to-day basis would be learning things such as;
gross motor skills including jumping, skipping or catching, fine motor skills such as, learning to
write or copying words, cognitive skills including counting, sorting and identifying objects,
interactive skills, developing emotional quotients as well as intelligence quotients through activities
involving cognitive functioning and development and language development. Further examples of
these activities would be; possibly fostering a sense of independence in these pre-schoolers as well
as making them feel competent in the work that they’re doing, encourage proper engagement
between peers and “facilitate appropriate social interactions among children” (Early Childhood
Environments : Designing effective classrooms, 2015).
QUESTION 3
Why is development assessed? There are many reasons as to why one assesses a child’s
development throughout their early years; in fact, a child’s early years have been known to be
2
PORTFOLIO ASSIGNMENT
Carey Streeter
13335510
PYC4807
Unique Number: 721934
,Table of Contents
SECTION 1 : EXPERIENTIAL LEARNING ..........................................................................................2
QUESTION 1 ..........................................................................................................................................2
QUESTION 2 ..........................................................................................................................................2
QUESTION 3 ..........................................................................................................................................2
QUESTION 4 ..........................................................................................................................................3
QUESTION 5 ..........................................................................................................................................3
QUESTION 6 ..........................................................................................................................................3
QUESTION 7 ..........................................................................................................................................4
QUESTION 8 ..........................................................................................................................................4
SECTION 2 : CASE STUDY ..............................................................................................................4
2.1 Case Study 1 : Developmental context.............................................................................................4
Introduc on..........................................................................................................................................4
The reasons / ra onale for tes ng in a developmental context .............................................................5
The context of the assessment ..............................................................................................................6
Compiling a test ba ery ........................................................................................................................7
Using diagnos c measures vs developmental measures ........................................................................7
Pre-school vs infant measures ...............................................................................................................7
The Gri ths Scales : advantages and disadvantages..............................................................................8
The aim and constructs .........................................................................................................................8
The norm group : Becky vs the Gri ths Scales ......................................................................................9
Reliability and Validity within a South African context.........................................................................10
Results and Feedback : interpreta on and administra on ...................................................................11
Conclusion ..........................................................................................................................................13
SECTION 3: QUESTIONS ON THEORETICAL AND APPLIED KNOWLEDGE .......................................13
Ques on 1a ........................................................................................................................................13
Ques on 1b ........................................................................................................................................14
Ques on 2a ........................................................................................................................................14
Ques on 2b ........................................................................................................................................15
Ques on 3 ..........................................................................................................................................15
Ques on 4a ........................................................................................................................................16
Ques on 5a ........................................................................................................................................17
SECTION 4: REFERENCING AND PLAGIARISM..............................................................................18
4.1 Reference List ................................................................................................................................18
References.................................................................................................................................18
4.2 Plagiarism Declara on...................................................................................................................18
4.3 Turni n similarity index.................................................................................................................19
1
, SECTION 1 : EXPERIENTIAL LEARNING
QUESTION 1
The context I decided to choose was that of developmental assessment which involves the
assessment of development amongst infants and pre-school children. I decided to choose this
context of assessment because it highlights the educational / learning difficulties experienced by
younger children who are in their primary or pre-school years, and the psychological services
available to these children at their designated schools, or the lack thereof. To answer questions
related to this section I gathered the necessary information through an informal manner from
reading necessary extracts from the textbook Introduction to Psychological Assessment in the South
African Context (Foxcroft & Roodt, 2013) as well as through website articles and journals about
developmental assessment and the issue of availability of assessment services such as educational
psychologists in South African communities amongst pre-schoolers and children in primary school.
QUESTION 2
The context of developmental assessment in infants, pre-schoolers and children in primary school
could be described as being designated to the facets of childhood educational development and
social and cognitive development. The individuals present within this context are; teachers,
educational psychologists, pre-schoolers and infants as well as their parents or guardians. Typically,
the activities these pre-schoolers engage in on a day-to-day basis would be learning things such as;
gross motor skills including jumping, skipping or catching, fine motor skills such as, learning to
write or copying words, cognitive skills including counting, sorting and identifying objects,
interactive skills, developing emotional quotients as well as intelligence quotients through activities
involving cognitive functioning and development and language development. Further examples of
these activities would be; possibly fostering a sense of independence in these pre-schoolers as well
as making them feel competent in the work that they’re doing, encourage proper engagement
between peers and “facilitate appropriate social interactions among children” (Early Childhood
Environments : Designing effective classrooms, 2015).
QUESTION 3
Why is development assessed? There are many reasons as to why one assesses a child’s
development throughout their early years; in fact, a child’s early years have been known to be
2
