A Discussion on Psychological Assessment in Early Childhood

PYC4807 Assignment 03

Unique Assignment number: 739624

Name: Tanja Bohler

Student Number: 30440351

Address: PO Box 17139

Dubai

United Arab Emirates

A Discussion on Psychological

Assessment in Early Childhood.

ASSIGNMENT 03 – PYC4807 – STUDENT NUMBER 30440351

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Table of Contents Page

1. Introduction……………………………………………………………………………………………….. 3

2. Reasons for Assessing Young Children……………………………………………………….. 4

3. Tests for Infants and Preschoolers……………………………………………………………… 5

4. Factors of Childhood Assessment……………………………………………………………….. 6

4.1 Characteristics of the Child……………………………………………………….. 6

4.2 Social Context of Assessment……………………………………………………. 8

4.3 The Examination Context of Assessment…………..………………………. 12

4.4 The Test as a Method of Assessment….……………………………………… 14

5. Principles of Assessment……………………………………………………………………………… 15

6. Predictive Validity of Early Childhood Assessment………………………………………. 19

7. Ethical Considerations of Assessing Young Children……………………………………. 20

8. Conclusion…………………………………………………………………………………………………… 21

9. Maya’s Assessment……………………………………………………………………………………… 23

10. References………………………………………………………………………………………………….. 28


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1. Introduction

Children develop at different rates and in different ways. Parents and caregivers who

are concerned about a child's development would seek developmental assessment

and intervention from a health professional in order to support that child to reach

his/her maximum potential.

Young children are difficult to assess due to their high activity levels, distractibility,

short attention span, and limited ability to concentrate. As a result, the assessment

practitioner needs to have a good knowledge on how to work with children (Tutorial

Letter 101 Psychological Assessment, 2013). The assessment of these young children

therefore requires full investigation into the child's background, knowledge of testing

limitations and other factors that may affect a child's performance, including cultural

differences and language barriers.

The below discussion on psychological assessment of young children addresses the

purpose for assessing young children and the factors that needs to be taken into

consideration during such an assessment in order to obtain results that would lead to

the development of the best possible intervention strategy for the child.

To illustrate the factors and principles in assessing young children, I have assessed a

six year old girl named Maya. Maya is a Swedish-Egyptian girl currently living in Dubai,

United Arab Emirates. She was born in Egypt, and moved to Dubai with her parents at

the age of two years old. Maya speaks three languages (English, Swedish, and Arabic),

and attends a private International American school where she has just completed


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class KG2 in June 2013. Maya’s mother is happy with her development and her school

grades, and currently there seems to be no concern around Maya’s abilities.

2. Reasons for Assessing Young Children

Growth and development of young children has a significant impact on their later

development in life (Foxcroft & Roodt, 2009). In order to help children with achieve

their maximum potential in life, it is important to identify those with developmental

delays or difficulties as early as possible so that early intervention can take place.

The goal of any early childhood assessment is to get a multi-dimensional view and

understanding of a child’s developmental and functional abilities so that one could

help the child overcome their difficulties and challenges within the family and

community setting (Foxcroft & Roodt, 2009).

According to Foxcroft and Roodt (2009), two main types of developmental measures

are used when assessing young children. These are screening measures and

diagnostic measures. Screening measures are short evaluations of the child’s

developmental skills and abilities to attempt to identify if any child is at risk of any

developmental difficulties. These can be administered by any trained non-specialist,

like a teacher, nurse, or even a parent. Examples of such screening measures are the

Denver Developmental Screening Test (DDST), and the Vineland Adaptive Behavioural

Scales. Diagnostic measures on the other hand are more in depth comprehensive

measures which are administered by trained health professionals and can be used for


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diagnostic purposes. Examples of such diagnostic tests are the Wechsler Adult

Intelligence Scale, and the Junior South African Individual Scales.

Maya is from a multicultural family (European and Middle Eastern), where there may

be conflicting ideals between her parents regarding certain aspects of her needs and

development. She is also attempting to master three different languages. While

Maya’s teachers have not pointed out any reason for any concern in Maya’s

development, it may be necessary for her to be monitored closely and possibly

undergo a screening to ensure that she is not delayed in any area, so that early

intervention strategies can be put in place for her.

3. Tests for Infants and Preschoolers

Age is the key factor differentiating tests for infants from tests for pre-schoolers. A

child’s chronological age has a direct affect on his/her test performance.

Piaget’s theory of development explains that children’s development occurs in stages

(Foxcroft & Roodt, 2009). During the first two years of life, development is marked by

a sensorimotor period. Assessment of infants during this timeframe would be focused

on the child’s sensory and motor competencies and milestones. Examples of tests

that would be appropriate are the Denver II for screening, and the Bayley Scales of

Infant Development as a diagnostic test (Tutorial Letter 101, Psychological Assessment

2013). After two years old, the child begins to develop verbal and cognitive skills and

reasoning abilities. Assessment of pre-schoolers would therefore focus more on the

child’s verbal and conceptual abilities (Foxcroft & Roodt, 2009). Examples of

appropriate pre-school tests are the Junior South African Individual Scales and the


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McCarthy Scales. These tests are more appropriate to measure the cognitive and

symbolic abilities of the child during the pre-school period (Tutorial Letter 101,

Psychological Assessment 2013).

4. Factors of Childhood Assessment

According to Tutorial Letter 101 for Psychological Assessment (2013), there are four

main factors that need to be taken into account by the assessment practitioner when

assessing young children. These factors affect both the process as well as the

outcome of the assessment of the child. These factors can be grouped as:

• The Child

• The Social Context

• The Test

• The examination situation

4.1 The Characteristics of the Child

The child being the main target of the assessment process possesses numerous

characteristics which may affect the results and outcomes of the assessment.

Firstly, when assessing the child, the assessment practitioner needs to take the age

and development status of the child into consideration (Foxcroft & Roodt, 2009).

Children’s development happens rapidly, and skills and abilities quickly increase as the

child’s chronological age increases. For this reason, skills measured during infant

assessment are not great predictors of later developmental abilities.


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Secondly, the assessment practitioner needs to consider the biological history of the

child. Physical and medical conditions can have an impact on the validity of the results

of the assessment (Foxcroft & Roodt, 2009). For example, a child with a hearing

impairment would not be able to listen or understand test instructions clearly. Other

medical history that can negatively affect the outcome of an assessment measure

includes previous or current illnesses, disturbed sleep, medication, pain, etcetera.

Finally, the assessment practitioner needs to account for any intrapsychic factors that

may influence the outcome of the assessment. The child’s personal experiences and

feelings about him/herself needs to be considered. Every day events naturally cause

stress and anxiety which negatively influences the child’s ability to think clearly and

concentrate on what is required of him/her. A test situation with a practitioner that

may be a stranger to the child could cause underlying stress that may negatively effect

the results of the test. The child could also be feeling ill, worried, or tired on the test

day, which could also impact the results (Foxcroft & Roodt, 2009).

In order to conduct a small assessment on Maya, I first discussed some of her

development with her mother. Maya’s appears to be developing normally and does

not have any medical concerns. She has regular check-ups with her pediatrician and is

also fully vaccinated.

It was important for me to first spend some time to introduce myself to Maya and

chat with her so that she could feel more at ease with me. I explained to her that I

wanted to see how good she was at showing me a few things that she could do before

beginning the test. Maya was eager to please, and tried very hard in all test questions.


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4.2 The Social Context of Assessment

The social environment that the child belongs to has an important impact on the

child’s developmental status and abilities, and should be taken into consideration in

the assessment process. This includes the child’s socio-economic status, the

relationship between the child and the parents, the home environment, the quality of

schooling of the child, whether the child is test-wise, the language that the child

speaks, as well as the culture of the child (Tutorial Letter 101, Psychological

Assessment 2013).

Socio-Economic-Status

The major indices of SES are education, occupation, and income. The SES of the family

determines the type of facilities that are available for the child to develop to his/her

full potential (Foxcroft & Roodt, 2009). For example: type of schools, access to a good

library, access to health care and medical services. The SES of the family also

determines what opportunities are presented to the child to succeed and the general

attitudes of others within the same group. These opportunities influence the abilities,

attitudes, and behavior of the child (Foxcroft & Roodt, 2009).

A major disadvantage of psychological tests in low SES groups is that the tasks

presented in the tests may be unfamiliar to the child, and the child may not regard the

test as important (Foxcroft & Roodt, 2009). Therefore results obtained from the test

would not measure the full ability of the child and validity of the test would be

questionable.

Assessing Maya, I took into consideration that she was from an economically

advantaged family. Maya attends a private international school, and is constantly


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surrounded with stimulating enrichment activities. Although Maya’s mother works,

she still makes time to spend with Maya in the evenings and on weekends. Maya

spends most of her free time on the beach, at parks, playing with neighbours, or

outings with her mother. Maya also participates in private extra activities like piano

lessons and dance. She loves to paint and draw, and her mother frequently takes her

to Café Ceramic (an art café designed for children), and the Community and Art

Theatre.

Parent-Child Relationships

The growth and development of the child is highly dependent on the care giving

environment that the child lives. According to Foxcroft and Roodt (2009), the

development of affective communication patterns between parents and their children

are linked to more positive outcomes in the child’s development.

The Home Environment

Child rearing practices in the home which promotes child development includes the

responsivity of the parents, the provision of stimulation at home for the child to

explore and develop his/her cognitive and language skills, and encouraging the child to

explore and interact with his/her environment (Foxcroft & Roodt, 2009).

The assessment practitioner needs to understand the child within the family

environment, and in relation to the socio-cultural environment in which he lives. It is

important to also have consideration for individual differences even within cultures, as

most parents act in the best interest of the child irrespective of their culture (Foxcroft

& Roodt, 2009). Not all parents within a specific culture would automatically follow

the stereotype parenting model of that specific culture.


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The structure of the household also has implications in the development of the child.

For example: A child in an overcrowded house may have limited opportunity to

explore his environment, have less intimate moments with his parents, and be

subjected to high noise levels (Foxcroft & Roodt, 2009).

Maya is a child of Egyptian and Swedish parents. Although there are vast cultural,

ethnic, and religious differences between Maya’s parents, they have adopted a

western approach to raising her. Maya is also an only child, and so enjoys the full

attention of both of her parents on a daily basis.

Schooling and Test-Wiseness

Foxcroft & Roodt (2009) point out that traditional psychometric test measures are

highly correlated with scholastic academic achievement. Achievement of a specific

school grade level however is not an indicator of the child’s true ability to achieve.

The quality of schooling has a direct impact on the outcome of assessment tests.

Children from advantaged schools have higher levels of cognitive skills which are

important in successful test performance. They are also test-wise, meaning that they

know how to work fast and accurately through a test. This is important to be taken

into consideration when interpreting standardized test scores.

More recently, tests have been designed to measure the child’s potential ability rather

than current ability.

Maya enjoys a privileged education from a private international school in Dubai. Due to the

multi-cultural nature of the school, personal individuality and respect for others are qualities

that are openly taught in school. The school not only focuses on academic achievement, but

also personal achievement of the children. Maya has completed Grade KG2 in June, and will


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begin Grade 1 in September. At this age, assessment at school is mostly observational and

done by the teacher. Maya is therefore not test-wise at this point, and so during the

assessment, she often wondered off to get another toy or picture to show me. She was eager

to show her abilities, though she did not recognize the need to remain focused on the task of

the assessment in totality.

Language and Culture

Language as a source of bias is the most important factor that affects the performance

of the child on an assessment measure (Foxcroft & Roodt, 2009). When a child

completes a test in a language other than his home language, he may not be able to

understand specific concepts, as these may not be directly translatable in the child’s

mother tongue.

The assessment practitioner cannot change the test into the child’s home language to

assist the child in understanding, as some facets of the test cannot be translated into

equivalent forms. For example: In the verbal component of the test, words may not

have equal difficulty levels in two different languages (Foxcroft & Roodt, 2009).

In South Africa, a challenge faced by practitioners is in deciding which language a child

should be assessed in (Tutorial Letter 103, Psychological Assessment 2013). For

example: A child who speaks Zulu at home, and English at school, and has both

English and Afrikaans friends may be compromised in his competence in all languages.

The test results of such a child cannot be compared to the test results of a child who

speaks English at home and at school.

The case of Maya is similar, her mother speaks to her in Swedish, her father speaks to

her in Arabic and broken English, and she attends an international school where her


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friends and teachers are of numerous nationalities, most of them second or third

language English speakers. If Maya were to undergo any formal developmental

assessment, the assessment practitioner would need to factor into her assessment the

fact that she speaks three different languages, none of which she is fully capable in.

This was particularly noticed in the task where Maya was asked to name as many

animals as possible in a given time. She was only able to list seven animals in English

before she stopped. After discussing this with her mother, her mother again asked

the question in Swedish, and Maya was able to list many more animals for her mother.

According to Foxcroft & Roodt (2009), Piaget’s developmental pattern and sequence is

universal amongst all children, however, the rate at which children develop varies

amongst cultures. It is therefore important to consider culture when interpreting

performance of children in assessments.

The content of any assessment measure will reflect the culture of the people who

have designed the measure, and the country the measure was designed to be used in.

The results of assessment measures are therefore do not have the equivalent meaning

across different cultures and countries, as the behavior of children is shaped by their

culture, and its values and ideals. The closer the child’s values and practices are to the

culture of the measure, the more appropriate the measure will be to assess the child

(Foxcroft & Roodt, 2009).

4.3 The Examination Context of Assessment

The reason one has for testing a child influences the choice of test one would use. The

most appropriate test for the child would be one that is standardized for the same

population as the child in terms of age, SES, education, language and culture, as well


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as having sound psychometric properties (Tutorial Letter 101, Psychological

Assessment 2013).

There is a recent move away from traditional assessment measures towards

conducting assessments within more naturalistic settings which are comfortable,

familiar and interesting to the child (Tutorial Letter 103, Psychological Assessment

2013).

The assessment practitioner should consider the social validity of the test in order to

obtain accurate assessment results. The social validity of a test includes the ecological

characteristics of assessment information, the acceptability of the methods used, and

the importance of the data obtained (Tutorial Letter 103, Psychological Assessment

2013). For example, different assessments would yield different results due to the

following elements: Motivation and health of the child, the relationship the examiner

has with the child as well as his competence in assessment, the physical and

emotional comfort of the child, and whether or not the child is familiar with the

materials used in the test (Tutorial Letter 103, Psychological Assessment 2013).

Assessing young children is particularly difficult as they have restricted ability to

understand assessment cues. Their verbal and perceptual motor capabilities are

limited in development, and they may not have the complex information processing

skills which are required to solve certain problems in assessment measures. These

developmental factors all have an effect on the social ecology of the assessment,

which contributes to the instability of early childhood assessment results (Tutorial

Letter 103, Psychological Assessment 2013).


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When assessment practitioners focus on natural systems during testing, like the

family, classroom, school, and community, they are better able to understand and

adjust the test situation, and plan intervention strategies for the child as they will be

able to obtain multiple perspectives for each stage of problem solving required during

the test.

4.4 The Test as a Method of Assessment

Taking into consideration the above factors which influence the outcome of an

assessment, the assessment practitioner should have some flexibility in the choice of

assessment methods used. He needs to use a multi-dimensional team based

approach that would be in the best interest of the child and ensure the best possible

results (Tutorial Letter 101, Psychological Assessment 2013).

Traditional psychometric tests are inappropriate to use for certain sub-groups of

populations. They are biased against children of low SES groups and disabled children.

These tests render the results as irrelevant in any intervention process.

Due to Maya’s single language capabilities, and the multi-cultural society that Maya

lives in, a traditional psychometric test would not be appropriate to assess Maya. It

would not be possible to compare her scores to any standardized norm tables, as she

is a Multi-cultural child trying to communicate in three languages. An assessment

practitioner would need to consult other various sources of data and information in

assessing Maya’s potential for development and risk areas for intervention.


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5. Principles of Assessment

In order to effectively assess young children, the assessment process possesses special

requirements for the assessment practitioner, as well as requirements around the

methodology adopted and the way results are interpreted (Tutorial Letter 101,

Psychological Assessment 2013).

The below principles of early childhood assessment discusses these requirements.

Interdependence of Development

The child is an integrated being, meaning that any single area of development within

the child is directly influenced by the development of other areas (Tutorial Letter 103,

Psychological Assessment 2013). In order to fully understand all the child’s abilities

and challenges, one would need to consider all areas of development. The child’s

emotional state is particularly important in early childhood development, as their

temperament and affective state has an influence of the Child’s cognitive abilities. For

example: A child who is nervous or afraid may not perform as well on a test as a child

who is outgoing and eager to participate.

Multiple Sources of Data Collection

In order for a professional to have a meaningful understanding of the child’s

functioning, one needs to combine the information obtained from the tests together

with other information gathered regarding the child from parents, teachers, and

caregivers. This multi-dimensional profile created of the child is important in order to

correctly assess the child’s key strengths and capacities in order to create the correct

intervention methods that will promote the further development of the child (Tutorial

Letter 103, Psychological Assessment 2013).


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Assessment Sequence

The goal of assessment for the child is to create the best intervention methods in

order to support and enhance his/her development (Tutorial Letter 103, Psychological

Assessment 2013). In order to do this effectively, the following sequence should be

followed: Firstly, it is important to establish an alliance within the child’s support

system. There needs to be a mutual level of trust, respect and openness between the

health professional and the parents, teachers and other caregivers of the child.

Secondly, multiple sources of data need to be gathered and integrated into the

assessment of the child. This includes the relevant test scores as well as any

information that can be gathered from any significant person in the child’s life. And

lastly, the combination of the test scores and the open information shared by others

on the child needs to result in an action plan that is created by the health professional

which will support the child in developing to his/her full potential.

Child-Caregiver Relationship

One goal of assessment of children is to determine the level of involvement of the

family in the intervention process that is most beneficial to the child as well as the

family in general. This can be accomplished by observing interactions between the

parent and child and understanding the parent-child relationship. This understanding

can be used to offer support to the family for better interactions with the child,

thereby helping the child to develop the ability to organize and respond to his world in

a more effective way (Tutorial Letter 103, Psychological Assessment 2013).


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Framework of Typical Development

The development of children occurs on a continuum. Following from this framework,

different children develop at various paces. It is therefore important to rather

measure a series of steps or experiences that are expected for a child to achieve on a

normal continuum of accomplishments, than to simply state that a child has failed to

achieve a certain milestone. One should also take into consideration that

developmental delays of milestones could be related to various external factors,

including cultural influences, access to resources, other disabilities, language barriers,

etc (Tutorial Letter 103, Psychological Assessment 2013).

Emphasis on the Organizing and Functional Capabilities of the Child

The primary aim of an early intervention strategy is to make a child’s world more

meaningful. The child will be able to learn and participate in his surroundings if he is

able to organize his experiences. Therefore, assessment should only be used in order

for a professional to gain an understanding of how the child uses specific skills and

abilities in order to cope in the world, and intervention strategies should be designed

to enhance the child’s capacity to explore, use and master the challenges he faces on a

day to day basis (Tutorial Letter 103, Psychological Assessment 2013).

Identify Current and Emerging Competencies and Strengths

As children develop, they gain certain competencies which they are then further able

to utilize together with their surroundings to meet further developmental milestones.

An assessment of development needs to measure what specific strengths a child has,

as well as how he uses these abilities in order to create the correct intervention

strategy for the child to further his development. It is important to understand the


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context under which certain skills and abilities can be performed as well, so that

individualized interventions can be designed (Tutorial Letter 103, Psychological

Assessment 2013).

Assessment is a Collaborative Process

The effective assessment of young children is highly dependent on the development

of a collaborative relationship between parents, teachers, caregivers, and

professionals. In order to have a multi-dimensional view of the child, the professional

needs to establish good rapport, respect, trust, and flexibility with the family and

significant others of the child (Tutorial Letter 103, Psychological Assessment 2013).

While creating intervention strategies, the professional needs to identify and consider

cultural differences, and resources available for the child in order to find the most

effective means of adapting recommendations to meet the child’s needs and fit in

with his/her culture.

Assessment as the Beginning of Intervention

As children are continually developing and changing every day, assessment needs to

be continuous and incorporated into intervention so that the two function together

seamlessly. Information that is gained from the assessment should be used to change

the context and the content of the intervention to match the current functioning and

continuous development of the child (Tutorial Letter 103, Psychological Assessment

2013).

Reassessment as an Ongoing Process

To ensure that children with developmental delays are not abandoned in special

classes or programs, there should be continuous reassessment of the child’s needs.


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This reevaluation should be used to reflect on the intervention that has been put in

place for the child, as well as to establish new goals and targets for the child to

achieve (Tutorial Letter 103, Psychological Assessement 2013).

6. Predictive Validity of Early Childhood Assessment

As discussed previously, Piaget’s Theory of Development describes how children go

through specific stages in their development at certain ages. The first two years of life

is a sensorimotor period, where children rely mostly on modifying their reflexes to

adapt to the world around them (McLeod, 2010). The next stage of development in

Piaget’s Theory is the pre-occupational stage, which ranges from 2-7 years old

(McLeod, 2010). Here the child’s verbal and cognitive skills develop and the child

begins to reason with his surrounding world.

Foxcroft & Roodt (2009) explain that assessment of infant intelligence is generally

considered a poor predictor of later intelligence because it is highly reliant on motor

coordination tasks. Different children develop at different rates, and a child who may

seem developmentally delayed at 15 months because he is not yet walking, could

begin to walk the very next day.

Early development is malleable, where environmental events could have a great

impact on a child’s development (Foxcroft & Roodt, 2009). For example, a child in an

orphanage that does not receive ample amounts of attention and support may show

developmental delays in speech, however, after adoption and reassessment a few

months later, the same child may not show the same delays.


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As children get older though, and pre-school tests are more related to cognitive

functioning, the correlation of assessment as a measure of later intelligence improves.

By the age of 5 years, the correlation factory is 0,8-0,9 as a predictor, which deems the

assessment as highly reliable (Foxcroft & Roodt, 2009).

Maya is from an economically advantaged family. However, she does not seem to

have developed any native language skills. While the predictive validity of Maya’s test

should be high due to her age, it was noticed that many instructions had to be

repeated and demonstrated for Maya to understand what was expected of her. One

would therefore have to state that the results of the test cannot be deemed valid as a

predictor of later intelligence in Maya’s case. As Maya attends an international

school, the majority of the children experience a similar situation. Maya is therefore

not disadvantaged versus her peers, and her teachers and parents to not see any area

of concern at this stage as instructions and learning at school is designed around

children’s language needs by the teachers.

7. Ethical Considerations of Assessing Young Children

In order for an assessment to be fair, the assessment practitioner needs to follow a

certain protocol to remain professional and ethical in their use of the measures and

the results. The assessment practitioner needs to be accountable for the needs and

rights of the child throughout the assessment and intervention process (Foxcroft &

Roodt, 2009).


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To pracise in an ethical manner, the assessment practitioner needs to have a good

knowledge not only of psychometrics, testing, and assessment, but also of social,

cultural and educational factors that affect test scores and results.

According to Foxcroft and Roodt (2009), ethical assessment of children is crucial due

to the imbalance of power between the child and the parties involved in using the

results of the test for intervention as well as for selection and placement in special

programs. Such ethics involves informing the parents or caregivers of the child of

their rights in having the child take the assessment, as well as informing them how the

assessment results will be used. It is crucial for the practitioner to obtain consent

from the parents for assessing their children as well as for using the results. The

ethical practitioner will have the interpersonal skills to establish rapport with the child

in order to maintain his interest and cooperation during the test process. He will also

provide feedback of the sessions to the parents, as well as reports and intervention

strategies. Most importantly, the ethical practitioner will use various sources of data

accounting for social, cultural, and political context that will affect the interpretation

and use of the results of the test.

8. Conclusion

In the process of assessing young children for development, it is important that the

most appropriate and psychometrically sound test is used specific to the child’s

population group. The examiner needs to take a special approach to testing young

children, establishing good rapport with them and the family during the assessment

procedure. Information also needs to be obtained from a variety of sources and


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combined with the test performance in order to accurately assess the child’s

development. And finally, the interpretation of the assessment results needs to be

done in terms of the child’s home environment, his socio-economic status, as well as

his culture (Tutorial Letter 101, Psychological Assessment 2013).

Maya is a happy well-adjusted young girl. An assessment practitioner would need to

consider many factors in any formal developmental screening or assessment done

with Maya. The most important of these in Maya’s case would be language and

culture. The practitioner would need to ensure that the principles of assessment are

followed, to remain ethical and in the best interests of the child, and to gather data

from many sources to ensure a comprehensive and holistic measure of not only

Maya’s current abilities, but her potential ability as well.


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9. Maya’s Assessment


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10. References

10.1 Foxcroft, C., & Roodt, G. (2009). Introduction to Psychological Assessment

in the South African Context. Cape Town: Oxford University Press.

10.2 McLeod, S. (2010). Sensorimotor Stage - Object Permanence - Simply

Psychology. Retrieved from

http://www.simplypsychology.org/sensorimotor.html

10.3 Tutorial Letter 101, Psychological Assessment (2013). Department of

Psychology, University of South Africa, Pretoria.

10.4 Tutorial Letter 103, Psychological Assessment (2013). Department of

Psychology, University of South Africa, Pretoria.

A Discussion on Psychological Assessment in Early Childhood

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