The school readiness instrument (SRI): assessment of early childhood in the neuroscience perspective

DOI

10.2991/icei-18.2018.110How to use a DOI?

Keywords

school readiness; instrument; neuroscience

Abstract

This study aims to develop the School Readiness Instrument (SRI) using a neuroscience perspective to measure the readiness of the child to the primary school designed to make it easier for teachers and parents to assess child development through their daily performance observations. The method used is following the ADDIE model design with the subject of 50 children aged 5-6 years. Preliminary analysis demonstrates the need for three domains: motor development, cognitive and language, and self-regulation for learning readiness. The results of validity reveal changes to five more detailed SRI domains: motor development, cognitive and language, social development, emotional maturity, and learning involvement. Trials were conducted in two groups with high and low development outcomes. Interrater reliability shows consistency between two observers. From these results indicate that SRI is an appropriate instrument to be used as a measure of early childhood school readiness.

Copyright

© 2018, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Download article (PDF)

TY  - CONF
AU  - Ruqoyyah Fitri
AU  - Muhammad Reza
PY  - 2018/12
DA  - 2018/12
TI  - The school readiness instrument (SRI): assessment of early childhood in the neuroscience perspective
BT  - Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018)
PB  - Atlantis Press
SP  - 512
EP  - 516
SN  - 2352-5398
UR  - https://doi.org/10.2991/icei-18.2018.110
DO  - 10.2991/icei-18.2018.110
ID  - Fitri2018/12
ER  -