The Concurrent Validity of Teachers' Judgments of the Abilities of Preschoolers in a Daycare Setting

Abstract

Teachers of 43 preschool children (17 boys and 26 girls) enrolled in an educational program in a daycare setting were asked to indicate on the record form of the Daberon those tasks that the child could or could not perform. One week later the preschoolers were administered the Daberon by trained examiners. Correlations between scores on teacher form and those on the examiner form were significant for the total group and for subgroups differentiated by sex.