明尼苏达学龄前筛查识别风险儿童：幼儿园失败预防策略
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本文档探讨的是"Minnesota Preschool Inventory (MPI)"在识别幼儿园入学前儿童可能面临失败风险中的应用。这项研究发表于1981年的《心理学与人类发展》(Psychology in RHC Schwls)期刊上，由Harold Ireton Kin Shing-Lun，来自明尼苏达大学Foirview/Southdale医院，以及Maureen Kampen，来自加利福尼亚州圣巴巴拉的研究人员合作完成。MPI是一种系统化的、标准化的方法，用于对学龄前儿童进行筛查，主要依据母亲关于孩子当前发展、适应情况以及症状的报告。
MPI的实施过程基于母亲提供的信息，旨在收集关于儿童发育状况的数据，并通过与标准参照物进行比较，来识别那些可能在幼儿园阶段遇到困难的孩子。研究的基础数据来自于360名来自明尼苏达州布卢姆ington的学龄前儿童，这些数据被用来建立正常发育的参考标准。
论文中还报告了信度（validity）方面的信息，即通过比较母亲在幼儿园入学前填写的MPI描述和教师在学年结束时对孩子整体表现的评价。这种一致性分析有助于评估MPI作为筛选工具的有效性。具体来说，研究关注了Inventory中的各个发展量表，比如评估语言、认知、社交和行为能力等多维度的发展情况，这些指标对于早期识别出潜在问题儿童至关重要。
这项研究提供了一种重要的教育干预策略，通过早期发现并干预，有助于预防幼儿园阶段的学习困难，从而提升儿童的整体教育成功。这对于政策制定者、教育工作者和家长来说，是了解和应对学龄前儿童教育挑战的重要参考文献。
Psychology
in rhc
Schwls
1981.
18.
394-401
MINNESOTA PRESCHOOL INVENTORY IDENTIFICATION
OF
CHILDREN AT RISK FOR KINDERGARTEN FAILURE
HAROLD IRETON KIN SHING-LUN
University
of
Minnesota Foirview/Southdale Hospital
Minneapolis, Minnesota
MAUREEN KAMPEN
Santa Barbara, Calijbrnia
The Minnesota Preschool Inventory provides a systematic, standardized method for
screening prekindergarten children based upon the mother’s report of the child’s
current development, adjustment, and symptoms. The inventory format and the
Minnesota Preschool Inventory Profile norms provide a convenient means for ob-
taining developmental information and for identifying those children who are at risk
for
kindergarten failure. Normative data are based upon a sample
of
360
Bloomington. Minnesota prekindergarten children. Validity data are presented in
terms
of
correlation and congruence betwan the mothers’ Minnesota Preschool
Inventory descriptions of the children obtained at kindergarten roundup and teachers’
ratings of overall kindergarten performance obtained at the end
of
the school year.
Among the developmental scales of the Inventory, Comprehension, Memory, Letter
Recognition, and Number Comprehension were related to kindergarten performance;
the %If-Help, Fine Motor, and Expressive Language scales were not. The adjustment
scales were not significantly related to kindergarten performance. The Comprehen-
sion, Memory, Letter Recognition, and Number Comprehension scales together iden-
tified
12
of
the
20
students who were rated in the bottom
5%
of
students by their
teachers, while misidentifying only
3%
of successful students as at risk. The symptoms
items
of
the Inventory identified an additional three of the eight poorly performing
students who were not identified by the developmental scales.
Early identification of children with developmental problems
or
handicaps requiring
special educational services has received its most recent impetus from Public Law
94-
142:
The Education
for
All Handicapped Children Act of
1975.
While much effort has
gone toward the identification
or
creation of developmental screening tests for preschool
children, less attention has been given to the systematic utilization of parental informa-
tion
in
developmental screening. Early identification programs have solicited
developmental information from mothers by means
of
questionnaires or interview,
typically without reference to norms
for
interpreting this information.
Alternatives for obtaining developmental information from parents include inter-
view, either informal
or
structured (Boll
&
Alpern,
1975),
questionnaires, inventories,
and parent testing
of
children. The authors’ research and clinical experience have been
with a maternal report inventory format, beginning with the Minnesota Child Develop-
ment Inventory (Ireton
&
Thwing,
1974, 1977).
The Minnesota Child Development
Inventory was designed to provide a standardized assessment of the child’s current
development according to the mother’s report for children age one to six years. The
Minnesota Preschool Inventory was designed
to
be utilized specifically
in
prekindergarten screening (Ireton
&
Thwing,
1979).
This report describes the Minnesota
Preschool Inventory an provides data regarding its validity for the identification of
prekindergarten children who are at risk
for
kindergarten failure.
Requests
for
reprints should be sent to Harold Ireton. Dept.
of
Family Practice, Medical School.
Box
381
Mayo Memorial
Bldg.,
University
of
Minnesota, Minneapolis. MN
55455.
394
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