Longitudinal Prediction of Psychosocial Maladaptation in Elementary School Based on Developmental Appraisal by Nursery School Teachers

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  • 保育士の発達評価に基づく就学後の心理社会的不適応の縦断的予測：保育要録用発達評価尺度の開発
  • ホイクシ ノ ハッタツ ヒョウカ ニ モトズク シュウガク ゴ ノ シンリ シャカイテキ フテキオウ ノ ジュウダンテキ ヨソク : ホイク ヨウロクヨウ ハッタツ ヒョウカ シャクド ノ カイハツ

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Abstract

We examined the extent to which developmental appraisal by nursery teachers predicts psychosocial maladaptation in elementary school, and developed the Developmental Scale for Nursery Record (DSNR). A 7-year longitudinal investigation was conducted on 2,400 children from all day nursery and elementary schools in a suburban Japanese city. Nursery school teachers used the Nursery Teacher's Rating Development Scale for Children (NDSC) to assess children's development. Multiple regression analysis revealed that externalizing problems were predicted by tendencies of attention deficit/hyperactivity disorder (hyperactivity and inattention), while internalizing problems were predicted by tendencies of autism spectrum disorder (sociality, flexibility, and communication) and tendencies of developmental coordination disorder (gross motor control). Academic performance was influenced by tendencies of the three disorders (inattention, communication, and fine motor control). Item-level analysis identified 35 items that contributed to the prediction of psychosocial maladaptation, and these items were assigned to the DSNR. Confirmatory factor analysis indicated that the DSNR had optimal levels of reliability and factorial validity. Despite substantial reduction of the number of items, the DSNR showed as much predictive accuracy as did the original NDSC.

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