A central challenge for assessing children's competencies in the era of globalization is how
to identify both the utility and limitations of existing instruments when they are used in …

Relatively little research has addressed whether conceptual frameworks of early learning
generalize across different national contexts. This article reports on a cross-country …

The present study explored the relationship between South African preschool children's
intelligence scores achieved on the Goodenough-Harris Drawing Test (GHD), and the …

How should we best characterize the development of children's thinking? Is children's
thinking highly stable within any period of development? Or does children's thinking have a …

This study was designed to investigate the relationship between stimulus dimensionality (2-
D and 3-D) and matrix classification responses of 12-year-old South African Indian children …

Richardson (1991) showed that children's performance at items from Raven's Standard
Progressive Matrices could be boosted by converting the elements to real‐life objects and …

Conventional testing focuses on the child as he/she appears to perform on various test items
in the present time. The dynamic assessment model (Feuerstein, Rand, & Hoffman, 1979) …

In many low‐and middle‐income countries, young children learn a mother tongue or
indigenous language at home before entering the formal education system where they will …

Researchers and practitioners interested in monitoring child development in the African
context often feel hampered by the lack of appropriate scales and measures. Given this …

In this chapter we examine cognitive and behavioural adjustment of five-year-old children.
We assess differences in adjustment by different demographic and family background …