This study compares teachers' perspectives on three assessment instruments for socioemotional development in early childhood, which differ in their emphasis on strengths and difficulties in this domain: the Caregiver-Teacher Report Form (C-TRF), the Strengths and Difficulties Questionnaire, Teacher version (SDQ-T), and the Social Emotional Assessment Measure (SEAM). We examine the teachers' views on the clarity, relevance, and acceptability, as well as estimating average completion times, of the three questionnaires in the context of Danish childcare. Overall, the SEAM was rated better able to convey the child's strengths, was more acceptable by teachers than the C-TRF and SDQ-T, and provided a better basis for talking with parents. Given its content and acceptability, we conclude this strength-based measure strongly merits inclusion in child assessment of socioemotional development.

中文翻译：

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教师对评估幼儿社会情绪发展的基于力量和基于缺陷的工具的看法

本研究比较了教师对幼儿社会情感发展的三种评估工具的看法，它们在该领域的优势和困难方面有所不同：照顾者-教师报告表（C-TRF），优势和困难问卷，教师版(SDQ-T) 和社会情绪评估量表 (SEAM)。我们在丹麦儿童保育的背景下检查了教师对三份问卷的清晰度、相关性和可接受性以及估计平均完成时间的看法。总体而言，SEAM 被评为能更好地传达孩子的优点，比 C-TRF 和 SDQ-T 更容易被老师接受，并为与父母交谈提供了更好的基础。鉴于其内容和可接受性，