Assessment in Infancy: A Case Revisited

Abstract

Abstract In recent years, serious questions have been raised about the theoretical and methodological bases of infant tests. Such dissatisfaction has provided a major impetus for new tests to be constructed, based on alternative models of development. Dissatisfaction has been most noticeably expressed by those working with atypical infants and young children. Before an alternative procedure is presented, this paper examines these concerns, which largely focus on the use of conventional psychometric scales, and their use as clinical aids for screening and referral processes. It is argued that assessment procedures designed as prescriptive, rather than predictive tools, and, based on a view of development emphasising spontaneity and adaptation, are more likely to provide answers to questions about theoretical issues, especially those concerned with intervention in child development.