The foundation stage profile as an indicator of later cognitive ability

Kareena McAloney, Carol McGuinness

Research output: Contribution to conferencePaperpeer-review

Abstract

Background: The Foundation Stage Profile allows teachers to assess children in six key areas of learning and development within the classroom environment, intended to provide teachers and parents with accurate information on the child’s development and ability. As part of the third sweep of the Millennium Cohort Study (MCS) teachers throughout the UK completed Foundation Stage Profiles on 5-year-old children participating in the MCS.
Aims: This study aims to explore the relationship between teacher assessment of child ability at age 5 as measured by the Foundation Stage Profile and cognitive ability at age 7.
Method: This study is a secondary analysis of data from the third and fourth sweeps of the MCS (age 5 and age 7) to explore the relationship between teacher assessments of child development at age 5, with cognitive ability at age 7. Regression models were constructed using data from 2884 children.
Results: Linear regression models indicated that teacher assessment using Foundation Stage Profiles at age 5 is a weak predictor of cognitive ability at age 7.
Conclusions: Teacher based assessments of child learning and development at a young age may not accurately reflect the subsequent cognitive development and ability of the child.
Original languageEnglish
Publication statusPublished - 15 Apr 2011

Keywords

  • Foundation Stage Profile
  • child learning
  • teacher assessmants
  • MCS
  • linear regression models

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