Testing for Intelligence?

            There are countless opinions both for and against intelligence testing, which type of test best measures intelligence and how much weight should be put on the results.  Berger writes, “Beyond the fact that scores change, a more fundamental question is whether any single test can measure the complexities of the human brain.  This criticism has been targeted particularly at IQ tests when the underlying assumption is that there is one general thing called intelligence….Children may instead inherit a set of abilities, some high and some low, rather than a general intellectual ability”, (2012).

            Advantages of standardized testing include that they “yield quantifiable information (scores, proficiency levels, and so forth), results can be used in screening programs (e.g., identifying those students in need of further assessment).  Second, standardized test results provide information regarding an examinee’s areas of strengths or weakness.  Third, standardized test results allow a student to be compared to age- or grade-peers.  Finally, standardized tests can be used to assess student’s progress over time….The most important advantage of results from a test administered in a standardized fashion is that the results can be documented and empirically verified”, (Flanagan, Mascolo, & Hardy-Braz, 2003-2009).

            Flanagan, Mascolo, & Hardy also list several disadvantages of standardized testing.  “(1) standardized test items frequently are unrelated to those tasks and behaviors required in the classroom setting, (2) standardized test results reflect behavior or ability that has been measured during a single point in time and, as such, are greatly influenced by noncognitive factors (e.g., fatigue, attention, and so forth); (3) standardized test results do not provide the type of information required for making curricular modifications or instructional change, and (4)standardized administration procedures often prevent the examiner from obtaining useful information regarding the conditions under which the examinee may be able to improve performance (e.g., could a student with a language deficit benefit from clarification of test directions?)”, (2003-2009).

            When considering a commitment to viewing young children holistically, I believe that we should take all areas of development into consideration when measuring or assessing intelligence.  This should include the areas of cognitive, physical, language, and social-emotional.  The use of standardized tests may also come into play once entering school, but should not be the only means of assessment.  Observations, samples of work and interviews should also be taken into account when looking at a child’s level of development and areas of strength, weakness and to track growth as an individual. 

            As early childhood professionals, we need to learn that measuring the mind of children, as is their development, an ongoing, ever-changing process.  We must continue to stay up-to-date with research and new developments in the field and be open to new methods while implementing those that have been relied upon up to now.  We must use the information we can gain from multiple sources (e.g., observation, testing and assessments, samples of children’s work) and integrate it to develop an instructional plan that will facilitate and ensure optimal learning and development in all areas for each child as a unique individual.

References

Berger, K. (2012). The developing person through childhood. New York, N.Y: Worth Publishers.

Flanagan, D., Mascolo, J., & Hardy-Braz, S. (2003-2009). Standardized testing. Retrieved from http://www.education.com/reference/article/standardized-testing/

Consequences of Stress on Children's Development--Poverty

“Poverty is a persistent problem throughout the world and has deleterious impacts on almost all aspects of family life and outcomes for children….The economic definition of poverty is typically based on income measures, with the absolute poverty line calculated as the food expenditure necessary to meet dietary recommendations, supplemented by a small allowance for nonfood goods.  However, many poverty researchers use a broader definition suggesting that “poor” means lacking not only material assets and health but also capabilities, such as social belonging, cultural identity, respect and dignity, and information and education” (Engle & Black).

            Poverty is a source of chronic stress for children and presents itself in many forms that can impact and interfere with development .  The chronic stress experienced by children living in poverty can result in working memory impairments, limited life/coping skills and socio-emotional trauma that negatively impact their ability to learn and to manage daily life. …the neural systems of poor children actually develop differently from those of middle-class children, affecting language development and the ability for children to plan, remember details and pay attention in school” (DuPree, 2011).  The negative effects have been seen as early as two years old and the readiness gap can last through high school and may never be closed in some cases (Engle & Black).  “ Between 30 and 40% of children entering kindergarten in the United States are estimated to not be ready for school….Similarly, in developing countries, children in poverty are at much greater risk of never attending school than wealthier children” (Engle & Black). “…low income families tend to live in low-income neighborhoods, often characterized by high density, crime, and few opportunities for academic socialization.  Schools are often under-funded, beset by disciplinary problems, staffed by poorly equipped teachers, and confronted with difficulties meeting their educational mandates” (Engle & Black).   

“….finding ways to reduce stress in the home and school environment could improve children’s well being and allow them to be more successful academically.  High levels of stress hormones influence the developing circuitry of children’s brains, inhibiting such higher cognitive functions such as planning, impulse and emotional control, and attention….cortisol, a hormone the body releases in response to stress.  With minor stress, a modest increase followed by a decrease in cortisol over time is associated with improved performance on complex tasks….at high levels of stress, particularly over a long period of time, cortisol can be sustained at high or low levels or even become blunted, actually decreasing in response to challenges….Research indicates that emotional regulation, self-control and academic performance are tied to the typical pattern, in which cortisol rises in response to stress and falls again when the stressor is gone.  Consistently high levels of cortisol as well as blunted responses to stress are linked with poor self-control, and academic difficulty….” (Bock & Miller, 2012).

“UNICEF (2000) argues that $80 billion per year would meet the minimum ‘standard of living, including access to adequate food, safe water and sanitation, primary health care and basic education’ for all the children in poverty. …$80 billion equals less than a third of one percent of global income” (Cho, Children in poverty worldwide).  In addition to money, “ ...Intervention programs are needed that provide enriching environments and enable children and families to develop patterns of positive interactions that can be sustained throughout children’s education” (Engle & Black).  Teachers can also make great changes in reversing the effects of delayed brain development by “developing strategies that focus on building the following core skills:  attention and focus; short and long term memory; sequencing and processing; problem-solving, perseverance and ability to apply skills in the long-term; school social skills/norms; self-esteem and confidence” (DuPree, 2011).

I was born and raised in the state of Maine.  One of the stressors that I am familiar with is poverty.  Growing up we were probably in the middle to low income category, but I had many friends who were probably classified in the low to poverty level.   The area I was from was a farming and fishing community.  If you were not born there, there was not much at that time to bring people into the area.  We drove about 30 minutes to the nearest chain grocery or department store.  Cable television was on both sides of us.  There were not enough people in the small community in which I lived to allow for cable.  We had 4 channels that we watched.  The area has grown slightly over the years but not much has changed. Many people were on state aid, received food stamps and oil assistance. Poverty is still a very real issue for the families in that area.

 “There are about 70,000 children in Maine under age five….Most of these children live in households where parents work full time; many at more than one job just to support their families.   Over the past 6 years, a greater number of Maine’s youngest children have been living at or below the poverty level than in other New England states.  One in five infants, toddlers, and preschoolers (about 15,000) live with a family income of $18,530 or less for a family of three.  Another 20,000 live in families with income slightly above the poverty line, but their families struggle to make ends meet ($18,530 - $37,060/3).  Nine out of 10 young children in Maine whose parents lack a high school degree live in low-income families.  Three-fourths of young children whose parents have only a high school degree live in low-income families.  In Maine as well as nationally, children in low-income and poverty-level homes are much less likely to have access to quality early childhood programs that prepare them for success than are their middle-income peers.  Only one in three children who qualify for Head Start receive it due to limited federal and state funding.  Only about 25 percent of Maine’s 4 year old children are served in a public pre-K program.  Only 15 percent of eligible families are served by the Maine home visiting program.  (This discrepancy will improve once Maine’s new federal funding for home visiting is in place)” (Overcash).

In my research I found several new programs that are beginning to bring change and relief.  One is the Maine Children’s Growth Council.  Some of the accomplishments are Invest Early in Maine—A Working Plan for Humane Early Childhood Systems, located at http://mainecgc.org/invest_early_in_maine_2007.pdf; the Invest Early for 2020 Plan located at http://mainecgc.org/IE2020.pdf; the Maine families home visiting program.  Maine is also competing for a monetary award from the Race to the Top Early Learning Challenge which would benefit early childhood education and provide for low-income children.  Information on this can be found at http://www.maine.gov/education/fouryearold/racetothetop/ and http://mainedoenews.net/2011/10/19/rttt-application-submitted/  .   Every effort we make on behalf of children and their families can help alleviate stress and its effects.  Through funding, education, and advocacy changes can be made although it seems like a slow process.

References

 Bock, R. & Miller, M. (2012). Stresses of poverty may impair learning ability in children: NIH funded research suggest stress hormones inhibit brain function, stifle achievement. U.S. Department of Health and Human Services. NIH News National Institute of Health. Retrieved from http://www.nih.gov/news/health/aug2012/nichd-28.htm

Cho. S. Early childhood education in developing countries. Children in worldwide poverty. Retrieved on 27 January, 2013 from http://sitemaker,umich.edu/356.cho/children_in_poverty_worldwide

DuPree, S. (2011). Life is stress: the impact of poverty on childhood brain development. Retrieved from http://www.languageandliteracyforall.org/activities_research/life-is-stress-the-impact-of-poverty-on-childhood-brain-development/

Engle, P. & Black, M. The effects of poverty on child development and educational outcomes. Retrieved on 27 January, 2013 from http://digitalcommons.calpoly.edu/cgi/viewcontent.cgi?article=1002&context=psycd_fac

Overcash, D. Invest early for 2020 building the foundation for Maine’s future. Maine Children’s Growth Council. Retrieved from http://mainecgc.org/IE2020.pdf