Teaching Strategies GOLD® child assessment system has been frequently adopted in state-funded early childhood policy initiatives, but there is little validation research about its newest edition, GOLD® Birth through Third Grade (GOLD® B-3^rd). Based on a sample of children aged from birth through pre-kindergarten, this study investigated validity evidence regarding internal structure of this observational assessment, and the reliability estimates for each learning domain. From the results of confirmatory factor analysis, acceptable fit of the proposed measurement structure and high composite reliability estimates for the learning domains were found. We found evidence that the GOLD® B-3^rd is a psychometrically adequate measure (to the extent of its internal structure) of developmental progress in social-emotional, physical, language, cognitive, literacy, and mathematics domains for young children. Findings of this research add to the body of validation research of GOLD® B-3^rd, and encourage future investigations on other types of validity evidence for this scale.

教学策略GOLD®儿童评估系统经常在国家资助的幼儿政策计划中采用，但是关于其最新版本GOLD®出生至三年级（GOLD®B-3 ^rd）的验证研究很少。基于从出生到幼儿园的年龄较大的儿童样本，本研究调查了有关此观察性评估的内部结构以及每个学习领域的可靠性估计的有效性证据。从验证性因素分析的结果中，可以找到建议的测量结构的可接受的拟合度以及学习领域的高复合可靠性估计。我们发现了GOLD®B-3 ^rd的证据在幼儿的社会情感，身体，语言，认知，素养和数学领域中，从心理上讲是足够的衡量（就其内部结构而言）。这项研究的添加到GOLD®B-3的验证研究机构的调查结果^RD，并鼓励未来对其他类型的这种规模的有效性的证据调查。