Dissertations and Theses @ UNI


Open Access Thesis


Intelligence tests for preliterates; Child development -- Testing;


This research had a dual purpose. First it reviewed literature relevant to issues surrounding the construct of intelligence, developmental characteristics of the preschool child, and the measurement of the quantitative and qualitative aspects of preschool development. The review attempted to bridge the gap between the development of and the measurement of intelligence. The second function of the study was to provide a limited review and critique of commercial and non-commercial preschool measurement devices. The tests were categorized as intelligence/cognitive, language, motor, social/adaptive, or tests constructed on the basis of specific developmental theories. Criteria for inclusion centered around the test's usage as an individually administered device, applicability to the 3 to 6 year old child, a copyright from 1965 to 1980, and location of the instrument within secondary sources. Tests were also evaluated from an examiner's frame of reference with a degree of subjectivity used to determine if the instrument could be of potential interest to early childhood professionals. The standards applied to tests and manuals which included adequate reliability and validity information (APA, 1974) were considered but not strictly adhered to because of the varied technical nature of preschool "intelligence" tests. A summary and a brief discussion of the tests were included at the end of each of the categories. Implications of the research suggested that more coordinated research between professionals concentrating on measurement and those interested in developmental aspects of intelligence be conducted. A sharing of ideas and knowledge may, in the future, generate instruments that more adequately measure the diversity of intelligent behaviors in the preschool population. Early childhood specialists are urged to exercise caution in the utilization of currently available preschool tests.

Year of Submission


Degree Name

Specialist in Education


Department of Educational Psychology and Foundations

First Advisor

Donald W. Schmits

Second Advisor

John W. Somervill

Third Advisor

Lawrence L. Kavich


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1 PDF file (141 leaves)



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