Harvard Graduate School of Education, Cambridge, Massachusetts.
University of Nebraska Medical Center, Omaha, Nebraska.
Ann N Y Acad Sci. 2021 May;1492(1):3-10. doi: 10.1111/nyas.14598. Epub 2021 Apr 13.
Reflecting a burgeoning political interest in supporting young children around the world, global demand for reliable, valid, and scalable assessments of early childhood development (ECD) is on the rise. One of the more popular sets of tools for measuring the ECD of children under age 3 is the Caregiver Reported Early Development Instruments (CREDI), which includes both a long form for research and evaluation and a short form for population-level monitoring. In this commentary, we describe the goals and limitations of the CREDI, research to support its use as a population-level ECD instrument, as well as the major gaps in its evidence base. We also discuss how the work of Alderman and colleagues (in this issue) addresses some of these outstanding gaps, highlighting several critical areas for future research.
反映出全球对支持世界各地幼儿的政治兴趣日益浓厚，对可靠、有效和可扩展的幼儿发展 (ECD) 评估的全球需求正在上升。用于衡量 3 岁以下儿童 ECD 的较为流行的工具之一是照顾者报告的早期发展工具 (CREDI)，它包括用于研究和评估的长表以及用于人口水平监测的短表。在这篇评论中，我们描述了 CREDI 的目标和局限性，以及支持其作为人口水平 ECD 工具使用的研究，以及其证据基础中的主要差距。我们还讨论了 Alderman 及其同事的工作（本期）如何解决其中一些突出的差距，强调了未来研究的几个关键领域。
