The objective of this study was to evaluate the Early Coping Inventory (ECI), as a tool for assessing coping skills in nursery school. In the middle of the school year, 30 low-risk children, two to three years of age, were observed individually for 5 hours in a variety of situations in nursery school. Impartial, trained observers rated the child's coping skills on the ECI and these were compared with the teachers' evaluations. The teachers rated the child using the Evaluation of Adaptive Behavior in Nursery School (Smilansky & Shefftaya, 1974). The findings point to significant associations between the teachers' and observers' ratings. The results support the validity of the ECI as an effective tool for evaluating the child's coping and adaptive skills. Thus it is suggested that the ECI may be valuable in early identification of children with special needs.
Bibliographical noteFunding Information:
This study was funded by a grant from the Faculty of Education, University of Haifa. We thank Anat Schein, OTR and Iiat Chen, OTR for their help with the coping observations and data collection. Many thanks are also due to Sandra Zuckerman for the statistical analyses and to Rina Sigler, OTR and Shira Regev, OTR for their help in translating the ECI to Hebrew.
- Coping behaviors
ASJC Scopus subject areas
- Social Psychology
- Developmental and Educational Psychology