Abstract:

Many authors state that dynamic assessment is a better approach than static assessment to answer questions about individuals’ learning potential and mediation required to overcome learning difficulties. These questions have elicited both theoretical elaboration and research efforts taken by many scientists [1], [2]. Based on L.S. Vygotsky’s theory of zone of nearest development E.M. Kulesza developed the model of dynamic assessment and worked out the set of cognitive tasks for children in preschool age [3]. A special task–help–task procedure was designed by this researcher and Polish data proved that such procedure allowed a teacher to estimate children’s potential.

The goal of the study was to reveal development zones of Taiwanese children in preschool age. The study covered 630 children from 3 to 6 years old recruited in southern part of Taiwan. The Dynamic assessment of cognitive development in children from 2 to 6 years of age developed by E.M. Kulesza, in adaptation by H.C. Huang and others, was used [4].

The results indicate that 74.4% of Taiwanese children at 3–6 years old perform tasks independently (Actual Development Zone), of 17.9% preschoolers need little help (Proximal Development Zone) and of 7.6% children incomplete tasks even after two stages of help (Distant Development Zone). The dynamic assessment with the use of task–help–task procedure allowed to determine the nearest potential of Taiwanese preschoolers, as well as to detect those children who need educational support tailored to their individual needs.

References:
[1] R. Feuerstein, Y. Rand, M.B. Hoffman, The dynamic assessment of retarded performers: The Learning Potential Assessment Device: Theory, instruments and techniques. Baltimore: University Park Press,1979
[2] H.C. Haywood, D. Tzuriel, Interactive Assessment. Springer Science & Business Media, 2013.
[3] .M. Kulesza, Dynamic assessment of cognitive development in children from 2 to 6 years of age. Warszawa: Wydawnictwo Akademii Pedagogiki Specjalnej, 2016.
[4] C.H. Huang, H.M. Lo, L.F. Huang, Y.P. Chang, Y.C. Hu, Y.C. Huang, Y.L. Hou, S.Y. Chen, & E.M. Kulesza, “Norm of the Dynamic Assessment of Cognitive Development in a Taiwanese Preschooler Sample”, Proceedings of 24th International Congress on Early Childhood Education (24th EECERA), 7–10th, September 2014, Crete University, Heraklion, Greece, 2014.

Keywords:

L.S. Vygotsky’s theory, development zones, potential, preschool children.