2025_14_02_02 - PegasJournal
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2025_14_02_02
Issues > Issue n2 2025 > section2_2025
DYNAMIC ASSESSMENT OF PRESCHOOL CHILDREN: METHODOLOGICAL IMPLICATIONS OF THE ACFS METHOD
Maria Hrenakova – Petra Jedlickova
doi: 10.18355/PG.2025.14.2.02
Abstract
This paper deals with the issue of dynamic diagnosis of cognitive and executive functions in preschool children, focusing on the use of the ACFS method as a tool for assessing a child's potential and current performance. The aim of the study is to describe, analyze, and apply the selected ACFS method in preschool children. In addition to the theoretical framework, the study also includes the conclusions of empirical research obtained through a qualitative research design, created by a methodological context consisting of a combination of the application of the ACFS method of dynamic assessment, observation, and anamnestic questionnaires, which were then compiled into detailed case studies. The research sample consisted of two carefully selected cases where the application of the ACFS method revealed significant differences between pre-test and post-test performance, especially in areas with identified deficits. The changes recorded point to the importance of the interventions that dynamic assessment enables and demonstrate the method's ability to support adaptive cognitive development, flexibility of thinking, and the acquisition of effective learning strategies. These findings document that dynamic diagnostics not only reveal latent learning potential but also enable targeted modification of a child's cognitive processes and behavior, which has a significant impact on their readiness and success when entering the school environment.
Key words
dynamic assessment, ACFS method, cognitive functions, pre-school age
Pages: 76-90
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