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

摘要

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.