Young Alys, Storbeck Claudine, Rogers Katherine, Swannack Robyn, Dawes Andrew, Girdwood Elizabeth
School of Health Sciences, University of Manchester, Manchester, United Kingdom.
Centre for Deaf Studies, University of the Witwatersrand, Johannesburg, South Africa.
PLOS Glob Public Health. 2025 Sep 4;5(9):e0005117. doi: 10.1371/journal.pgph.0005117. eCollection 2025.
Early Childhood Development is a key national priority in South Africa which has developed the Early Learning Outcome Measure (ELOM 4&5) specifically designed to measure the progress of 4- and 5-year-old children across 5 domains of early childhood development. This age-validated, population-standardised instrument has been shown to have measurement equivalence and lack of bias across South Africa's 11 official spoken languages. In 2023, South African Sign Language was formally recognised as 12th official language of South Africa, but no ELOM (4&5) exists in SASL despite over 6,000 deaf children being born annually. This study reports the methods used to adapt the ELOM (4&5) into SASL and establish its face validity, preliminary results from its pilot implementation with 29 deaf children and initial evaluation of its test-retest reliability and internal consistency. The small sample limits the implications that can be drawn from the results, but we report the sample performing below the Q1 marginal mean for 50-59 months olds established in the national standardisation study on all domains apart from Fine Motor Skills and Visual Motor Integration in the 60-69 months old group where the children are reaching the Q2/3 mean (12.87 ± 0.25). Seventy two percent of the sample scored in the 'falling far behind' category in comparison with 28% of children overall in South Africa. Although the ELOM (4&5)-D meets the acceptable test-retest reliability coefficient, it does not do so in all domains with wide variation between the two testing points indicating instability. Internal consistency was found not to be satisfactory. The extent to which these results are a reflection of the children's true ability, or an artefact of an underpowered sample are discussed with reference to the implications for deaf children of language deprivation in the first three years of life experienced by many deaf children in South Africa.
幼儿发展是南非国家的一项关键优先事项,该国制定了早期学习成果测评(ELOM 4&5),专门用于衡量4至5岁儿童在幼儿发展的5个领域中的进步情况。这种经过年龄验证、针对全国人口标准化的工具已被证明在南非的11种官方口语中具有测量等效性且无偏差。2023年,南非手语被正式确认为南非的第12种官方语言,但尽管每年有超过6000名失聪儿童出生,却没有南非手语版的ELOM(4&5)。本研究报告了将ELOM(4&5)改编为南非手语版并确立其表面效度所采用的方法,以及对29名失聪儿童进行试点实施的初步结果,还有对其重测信度和内部一致性的初步评估。样本量较小限制了从结果中得出的结论,但我们报告称,除了精细运动技能和60至69个月龄组的视动整合领域(该组儿童达到了第二/三分位数均值,即12.87±0.25)外,该样本在所有领域的表现均低于国家标准化研究中为50至59个月龄儿童设定的第一四分位数边际均值。与南非所有儿童中的28%相比,该样本中有72%的儿童得分处于“远远落后”类别。尽管ELOM(4&5)-D达到了可接受的重测信度系数,但并非在所有领域都如此,两个测试点之间存在很大差异,表明稳定性不足。内部一致性也不尽人意。结合南非许多失聪儿童在生命最初三年经历语言剥夺对失聪儿童的影响,讨论了这些结果在多大程度上反映了儿童的真实能力,或者是样本量不足造成的假象。