In a holistic view, children should be assessed both mentally and physically. Otherwise, should there be a problem it would not be identified. Utlimately, it is in the best interest of both the child and parents. The intelligent and ideal way to counteract such problems is prevention. On the contrary, realistically sometimes no matter what precautions are taken problems may still exist. Nonetheless, I am particularly partial to early childhood assessments, because the earlier the problem is detected the earlier it can be dealt with. For instance, if a child has a birth defect of the eyes or ears that is not visible it may go undetected by physician and parents. But, by administering certain tests the problem can be revealed and treated properly. On the same note, should the issue go none detected the child will end up with more problems, such as speech impairment due to lack of hearing and the inability to read due to vision. Therefore, without proper exams life could become worse for child and parents particularly during school years.
Consequently, I believe a children's developmental changes in brain functioning should be measured to ensure the cortex is growing thicker and reaches peak around age 8. This can be accomplished by measuring intellectual aptitude via IQ tests and achievement tests. The negative side of these tests is that Berger (2009) both aptitude and achievement tests correlate with wealth, which indicates the tests are obviously bias. Thus, there is a need for revision or more fair tests to be designed. Much criticism of tests exists because critics believe no test can measure potential without achievement and test scores reflect culture (p. 325). "Like many other Western technological inventions, the IQ test has been widely exported around the world. Like tractors, intelligence tests bring either them both ostensible utility and hidden implications" (p.325). The term intelligence has never been adequately defined, thus no one knows what an IQ test is suppose to measure. (Audiblox, 2000) says, "Inspite of this the the futures of thousands of children are determined by its results!"
Although, intelligence tests are used around the world, a psychologists, Alfred Binet who first designed the test warned against misuse of the scale and/or misunderstanding its implications. Nevertheless, his warning was not heeded and the test spread abroad. Since Mr. Binet is a Frenchman, I chose to explore what test the French use to measure their children's intellectual abilities. I found that during the early 1900's the French government passed laws requiring children to attend school and wanted to test if they needed help or not. thus, using the IQ test would help them identify such children. The test is still widely used in France today.
In conclusion, as educators we should keep in mind, the brain contains many aptitudes and should not be limited to only one area of testing, as well as, testing is necessary and beneficial when designed and used fairly. However, we must be aware of the consequences of misuse and misguidance of test results and not to be judgemental because of them.
References
Audiblox, (2000). IQ Test: Where does it come from and what does it measure? Retrieved from
http://www.audiblox2000.com/dyslexia_dyslexic/dyslexia014.htm
Berger, K. S. (2009).
The developing person through childhood (5th ed.). New York, NY: Worth Publishers
Cherry, K. (2012) The history of intelligence testing. Published by About.com Psychology. Retrieved from
http://psychology.about.com/od/psychologicaltesting/a/int-history.htm
