In Developmental Education, language plays an essential role as a tool for communication (and thinking). Learning to produce coherent messages (“narratives”) with both cultural and personal value in the context of meaningful socio-cultural practices is considered as an important goal of Developmental Education. Narratives are essential for human action as they function as a tool for giving meaning to reality. Therefore, close observation and assessment of children’s narratives is essential in the context of Developmental Education. Over the past years we have developed a Dynamic Assessment (DA) instrument for assessing children’s narrative competence. This instrument combines two common approaches to DA, namely standardised interventionist DA and interactionist DA. With the help of this instrument, teachers are able to gain insight into children’s actual narrative competence as well as their developmental potential and their receptivity to certain forms of assistance to reach this potential. Our experience up to now shows that it is possible to assess children’s narrative competence in a valid and reliable manner.
|Title of host publication||Developmental Education for Young Children|
|Subtitle of host publication||Concept, Practice and Implementation|
|Editors||Bert van Oers|
|Number of pages||15|
|Publication status||Published - 2012|
|Name||International perspectives on early childhood education and development|
van der Veen, C., & Poland, M. (2012). Dynamic assessment of narrative competence. In Bert van Oers (Ed.), Developmental Education for Young Children: Concept, Practice and Implementation (pp. 105-119). (International perspectives on early childhood education and development; Vol. CHILD, No. 7). Springer Netherlands. https://doi.org/10.1007/978-94-007-4617-6_7