Description

The Space Time Electronic Test (STeTest-57) is an electronic screening instrument designed for the early detection of difficulties related to spatial and temporal orientation in preschool children aged 4–6 years. It is administered through a computer, may be used either individually or in groups, and takes approximately 35 minutes to complete.

The test consists of 57 items/tasks, a child drawing activity, two questionnaires—one for parents and one for teachers—and an observation checklist. The entire procedure is carried out through a digital platform that records and stores the child’s responses and performance.

Objective

The primary objective of the STeTest-57 is the early identification of possible difficulties or disorders in spatial and temporal orientation among children aged 4–6 years. The instrument uses multimodal materials such as storytelling, images, and narration in order to make the assessment developmentally appropriate for preschool children.

The test also aims to support educational prevention and early intervention for children who demonstrate functional difficulties in spatial-temporal processing.

Structure and Administration

The electronic format of the STeTest-57 allows standardized presentation of the individual tasks and automatic recording of responses. In addition to the 57 core tasks, the inclusion of a child drawing activity, parent and teacher questionnaires, and an observation checklist provides information from multiple sources.

The possibility of both individual and group administration makes the instrument suitable for use in preschool educational settings as well as in more individualized assessment contexts.

Scoring

Each correct response to the 57 tasks is awarded 1 point, whereas each incorrect response receives 0 points. Responses are recorded automatically by the software.

Both total and detailed scores are stored electronically and may be exported or printed for further evaluation or record keeping. This scoring approach allows the examiner to review overall performance as well as specific areas of relative strength or difficulty.

Data Analysis and Use

The STeTest-57 was initially pilot-tested with 46 kindergarten children in order to examine comprehension and the functionality of the questions. The final electronic version was subsequently administered to 344 children aged 4–6 years attending kindergartens in the regions of Chania and Rethymno.

Administration was conducted both individually and in groups, with data recorded electronically. According to the source material, the results may be used for diagnostic and preventive purposes in educational or therapeutic settings.

Validity

According to the source document, the STeTest-57 demonstrates very good face validity. Its design is based on theoretical principles of developmental psychology and on the needs of preschool-aged children, while also being supported by relevant research data and pilot applications.

The source does not provide specific coefficients for criterion, construct, or predictive validity.

Reliability

The internal consistency of the STeTest-57 is reported as Cronbach’s α = 0.85, which is described in the source material as satisfactory for an early screening instrument designed for preschool children.

Applications

The STeTest-57 may be used in preschool education, developmental assessment, and the early detection of spatial-temporal difficulties.

Its electronic format and the inclusion of information from different sources may support the identification of children who require further assessment or targeted educational support. The instrument is best used as part of a broader developmental assessment process rather than as a stand-alone diagnostic tool.

References

Stavrou, L. (Ed.). (2003). Body Schema and Body Image. Athens: Anthropos.

Stavrou, L., & Makratzaki, A. (2004). Improving preschool and elementary school children’s perception of space and time through computer and Microsoft PowerPoint. WSEAS Transactions on Information Science and Applications, 5(1), 1417–1421.

Stavrou, L., & Makratzaki, A. (2005). Input devices, interface and workstation are critical factors for a successful integration of computers and ICT in preschool and primary school education. WSEAS Transactions on Advances in Engineering Education, 4(2), 266–271.

Stavrou, L., & Makratzaki, A. (2006). Inequalities in the era of knowledge. WSEAS Transactions on Advances in Engineering Education, 6(3), 554–559.