Description of the Questionnaire

This tool is an observational reporting form, adapted from validated instruments such as the CBCL/1½–5, the SDQ, and the SCS-P. It aims to systematically record behavior, emotional and social skills, as well as cognitive development in children aged 1 to 5 years. It is completed by preschool teachers, early childhood educators, or nursery caregivers.

Data Analysis and Use

Responses are recorded using a four-point scale: 0 = Never observed, 1 = Rarely observed, 2 = Frequently observed, 3 = Always observed. Scores are analyzed by subscale to identify potential difficulties or developmental strengths. It is recommended to calculate the average score per section and compare it to age-expected norms when available.

Use of Data

The data are used to support differentiated teaching, plan interventions, communicate with parents or specialists such as speech therapists and child psychologists, and to document the child’s development in educational journals or portfolios.

Objective

The tool aims to enable early detection of developmental difficulties, to document the child’s progress, to enhance the educator’s self-awareness regarding their pedagogical approach, and to promote holistic support of the child within the learning environment.

Scoring

Scoring is based on five main subscales: (a) Emotional Development, which includes the expression of emotions such as joy, sadness, and anger, as well as the ability to manage disappointment and seek comfort; (b) Social Development, referring to the child’s ability to play with others, cooperate in group play, and seek social interaction; (c) Behavior and Regulation, which observes whether the child follows rules, reacts calmly to changes, and demonstrates autonomy; (d) Cognitive and Language Development, including understanding instructions, verbal expression, and focus during activities; and (e) Motor Development, including steady walking or running, hand coordination, and self-care ability.

Bibliography

Achenbach, T. M., & Rescorla, L. A. (2000). Manual for the ASEBA Preschool Forms & Profiles. Burlington, VT: University of Vermont, Research Center for Children, Youth, & Families. Goodman, R. (1997). The Strengths and Difficulties Questionnaire: A research note. Journal of Child Psychology and Psychiatry, 38(5), 581–586. Domitrovich, C. E., et al. (2004). Social Competence Scale – Preschool Version (SCS-P). Wakschlag, L. S., et al. (2014). Defining the developmental parameters of temper loss in early childhood: Implications for developmental psychopathology. Journal of Child Psychology and Psychiatry, 53(11), 1099–1108. Katsarou, Ch., & Barbalias, V. (2012). Child Psychological Assessment and Early Intervention. Athens: Gutenberg.