Junquera Cristina, Zubiauz Begoña
Department of Developmental and Educational Psychology, Salamanca University, Salamanca, Spain.
Front Psychol. 2024 Dec 18;15:1368321. doi: 10.3389/fpsyg.2024.1368321. eCollection 2024.
The design of a Protocol for the Assessment of the development of pragmatic competences in early childhood (PDP-PI) and the preliminary data obtained in a comparative study in 3-5-year-old school children are presented.
The design of the protocol is based on a model of global understanding of pragmatics that considers essential to include linguistic, intersubjective and social aspects in order to make an adequate assessment of development. Based on the taxonomies of communicative functions, four basic competencies are described (Interactional, Referential, Subjective and Figurative). These competencies make it possible to categorize most of the linguistic emissions in early childhood. The PDP-PI presents two novelties with respect to other assessment systems: (a) it allows detecting the degree of a skill development (not only the presence/absence), (b) it includes items to assess the comprehension of pragmatics. The PDP-PI was used with 40 students of kindergarten education, divided into three groups according to school year.
The results- Duncan's test-confirm the existence of significant differences between the different age groups in all competencies, except for referential competence. Construct validity was assessed by means of an inter-rater test (Fleiss' Kappa = 0.76; Krippendorff's Alpha = 0.76), and content validity was assessed by analyzing the correlations between the four competencies of the protocol. Significant correlations were found between all the competencies, except the relationship between the Referential and Interactional competencies.
The data obtained in this study are preliminary, but they show that there is an evolution in the management of pragmatic skills, throughout early childhood, toward more complex and context-appropriate interactions. It is necessary to advance in procedures that discriminate against this evolution to establish developmental profiles which favor the detection of pragmatic difficulties or disorders at early ages.
本文介绍了一项关于幼儿语用能力发展评估方案（PDP-PI）的设计以及在3至5岁学童的比较研究中获得的初步数据。
该方案的设计基于一种语用学的整体理解模型，该模型认为为了对发展进行充分评估，必须纳入语言、主体间和社会方面。基于交际功能的分类法，描述了四种基本能力（互动、指称、主观和比喻）。这些能力使得对幼儿期的大多数语言表达进行分类成为可能。与其他评估系统相比，PDP-PI有两个新颖之处：（a）它能够检测技能发展的程度（不仅仅是存在/不存在），（b）它包括评估语用理解的项目。PDP-PI应用于40名幼儿园学生，根据学年分为三组。
结果——邓肯检验——证实了除指称能力外，不同年龄组在所有能力上均存在显著差异。通过评分者间测试评估结构效度（Fleiss' Kappa = 0.76；Krippendorff's Alpha = 0.76），并通过分析方案的四种能力之间的相关性评估内容效度。除了指称能力和互动能力之间的关系外，所有能力之间均发现了显著相关性。
本研究获得的数据是初步的，但它们表明，在整个幼儿期，语用技能的管理朝着更复杂和更适合语境的互动发展。有必要改进能够区分这种发展的程序，以建立有助于在早期发现语用困难或障碍的发展概况。
