Comparing Teachers' and Parents' Perception of Children's Development Using the Ages and Stages Questionnaire–3

• In Event: Developmental Trajectories: Insights From Longitudinal Data

Abstract

This study investigated congruence in teachers’ and parents’ perception, knowledge, and beliefs about children’s development. Participants included 615 parents and 27 teachers of children ages 2 to 60 months. An analysis of data from a developmental screener and survey found that parents were more likely than teachers to rate their child as having achieved age-appropriate milestones, particularly with regards to communication, problem-solving, and personal-social skills. Furthermore, teachers reported greater knowledge of children's development and activities to aid development, confidence in helping improve development, and frequency of activities than parents. Our findings suggest that it is beneficial for parents and teachers to use a screening tool to share their unique perspectives and align on whether the child has met developmental milestones.

Authors

• Colleen Uscianowski, University of Cincinnati

• Gloria Julius, Primrose Schools

• Maria Shaheen, Primrose Schools

• Garth Harries, Sparkler

• Julia Levy, Sparkler

• Herbert P. Ginsburg, Teachers College, Columbia University