Testing for Intelligence

Recent research in early childhood education and child development recognizes that children help shape their own development by learning at different rates and through different methods.  This happens mostly through social interaction within the family and those within their community.  Viewing children holistically means you need to consider the numerous settings they spend their time (home, school, and neighborhood), all these variables make-up who the child becomes.   

Assessment gives parents, educators and the child an opportunity to objectively view the skills in the context of normal sequential development and to work on the skills that will guide a child to the next developmental milestone.  An assessment also helps identify student’s weaknesses. A student may believe she understands material only to find out she is not up to grading standards. Such testing can be particularly useful in elementary school, when the opportunity to catch up to peers remains much easier. Standardized test also help identify instructional teaching methods that really work, this is a plus in early grades as teachers change their teaching style based on what is more effective for student’s learning.

I have always been intrigued by Japan and their strong educational background.  In my research I learned that entrance into elementary school is a major step in a child's life. Preparation begins several months in advance. A mother attends preliminary meetings sponsored by the school that her child will attend. The school specifies the child’s expectations upon entry. Well-organized personal habits, polite use of language, and traffic safety are among the matters emphasized.  Families make much ado of the new 1st grader's symbolic entry into a more grown-up world, with congratulations and gifts.

In Japan all children are thought to have equal potential. Differences in student achievement are said to result from the level of effort, determination, and self-discipline, not from differences in the individual’s ability. Therefore, students in elementary schools are not grouped according to their ability.

Promotion to the next grade is not based on academic achievement, but is automatic. There is no individualized instruction according to the ability difference.  But teachers are persuaded to give extra attention and encouragement to weaker students. Students are also allowed to perform additional school work at home.   Although most children manage to keep reasonable pace with the instructional objectives, some fall behind. The dilemma of children who have fallen seriously behind in their studies is discussed a lot and openly in Japan. These children are termed ochikobore, literally, those who have "fallen to the bottom" of the system.  Alike America, differences in intellectual ability, family environment, and personality characteristics are among the familiar factors which account for the deviation in academic achievement. The lack of individualization of instruction compounds the plight of the slow learner or those with other scholastic problems. Although some teachers do provide individual assistance outside of class time for the slowest learners, the burden of remedial education falls directly on the family.

When looking at the Japanese educational system, I see parental involvement, expectations being stated from entrance, and young ones taking responsibility for their own learning.  Much of what I studied seems to work well for Japan and closely resembles what works in the United States, good teachers and parental participation.

Tseng, W. (2002).  Cross-Cultural Differences in Parent-Child Assessment: U.S.A. and Japan. International Journal of  Social Psychiatry