Children's development at the start of school in Scotland and the progress made during their first school year: An analysis of PIPS baseline and follow-up assessment data

Appendix B

Personal and social development scales

Adjustment - Comfortable

1. Upset on separation from carer at the start of the session. Not at ease during the day. Does not cope easily with transitions between activities or locations within the school setting.

2. Sometimes upset on separation from carer at the start of the session. Fairly settled during the day. Occasionally finds transitions a problem.

3. Rarely upset on separation from carer at the start of the session. Copes well with transitions between activities or locations within the school. Fairly settled during the day.

4. Never upset on separation from carer at the start of the session. Comfortable for most of the time during the session. Has no difficulty coping with transitions.

5. Never upset upon separation from carer at the start of the session. Very comfortable, never ill at ease during the session. Has no difficulty coping with transitions between activities or locations.

Adjustment - Independence

1. Dependent on adults or another child for guidance and support for much of the time. Generally needs help with clothing and personal activities (coat, toilet, etc.).

2. Some dependence on adults or other children. Needs help with some clothing and personal activities (coat, toilet, etc.).

3. Independence of others for most of the time but still needs occasional support. Can cope with some clothing and personal activities, but not all (e.g. can put on coat but is unable to fasten it).

4. Independence of others for most of the time but still needs occasional support. Copes well with most clothing and personal activities.

5. Independence. Seeks assistance only when special help is required. Can put on and fasten coat, go to the toilet, etc.

Personal - Confidence

1. Very hesitant. Does not join in group activities and rarely talks.

2. Fairly hesitant. Reluctant to participate in group activities or talk.

3. Will join in group activities or talks when prompted.

4. Quite confident. Keen to join in group activities or talk within the school setting.

5. Very confident. Keen to participate in group activities within the school.

Personal - Concentration (Self-directed activities)

1. Finds it extremely difficult to concentrate. Very rarely settles to one thing and very easily distracted.

2. Short concentration span. Finds it difficult to settle down to one thing. Easily distracted.

3. Able to settle to a task and concentrate for a sustained period. May be distracted.

4. Attends quite well. Able to maintain concentration and is not disturbed by mild distractions.

5. Can focus attention, even in the face of competing activities. Has been seen to concentrate for a long period (e.g. 15 minutes).

Personal - Concentration (Teacher-directed activities)

1. Finds it extremely difficult to concentrate. Very rarely settles to one thing and very easily distracted.

2. Short concentration span. Finds it difficult to settle down to one thing. Easily distracted.

3. Able to settle to a task and concentrate for a sustained period. May be distracted.

4. Attends quite well. Able to maintain concentration and is not disturbed by mild distractions.

5. Can focus attention, even in the face of competing activities. Has been seen to concentrate for a long period (e.g. 15 minutes).

Personal - Actions

1. Acts impulsively without any consideration for the well-being of themselves and others. Demonstrates inappropriate behaviour in all situations. Unable to cope with changes in routine.

2. Occasionally considers the well-being of themselves and others before acting, but still exhibits frequent impulsive behaviour. Will interact appropriately with others when prompted, sharing and taking turns.

3. On about half of all occasions, considers the well-being of themselves and others before acting. Sometimes interacts appropriately with others but still needs frequent prompts. Copes with changes in routine reasonably well but sometimes gets over-excited.

4. Frequently considers the well-being of themselves and others before acting. Usually interacts appropriately with others without being prompted to do so. Copes quite well with changes in routine.

5. Almost always considers the well-being of themselves and others before acting. Unless severely provoked, always interacts appropriately with others without being prompted to do so. Responds positively to changes in routine.

Social - Relationships with peers

1. Finds it difficult to communicate with other children and make friends. Seems to take no account of others and is frequently inconsiderate.

2. Often has difficulty communicating with other children and making friends.

3. Communicates quite easily with other children and able to form friendships. Takes notice of the feelings of others when they become very obvious.

4. Communicates quite easily with other children and readily forms friendships. Takes notice of the feelings of others.

5. Communicates very easily with other children and readily forms friendships. Is aware of others and responds to their needs. Sensitive.

Social - Relationships with adults

1. Finds it difficult to communicate with adults. Does not approach adults or speak to them. Inappropriate behaviour whilst interacting with adults.

2. Often has difficulty communicating with adults. Reluctant to approach adults or speak to them. Usually interacts appropriately with adults.

3. Communicates with adults but some difficulty. Will approach adults and speak to them. Rarely demonstrates inappropriate behaviour whilst interacting with adults.

4. Confident approaching adults when necessary. Relates well to adults, and with appropriate behaviour.

5. Confident approaching adults when necessary. Relates easily to adults, and with appropriate behaviour. Speaking to adults is natural and easily understood.

Social - Rules

1. Takes no notice of rules. Distracts others and interrupts activities.

2. Takes little notice of rules. Can distract others and interrupt activities.

3. Sometimes ignores rules. May distract others on occasion.

4. Usually obeys rules and rarely distracts others.

5. Always obeys rules and never distracts others.

Social - Cultural awareness

1. Shows an awareness of the routines in their home environment. For example, through role-play in the 'home corner'.

2. Demonstrates an understanding of being a member of a family/household by talking about relationships and experiences with parents/siblings and other relatives.

3. Is aware that they are a member of a wider community within their local neighbourhood and pre-school setting. Talks about experiences relating to those environments.

4. Recognises that the way of life of others may be different from their own. Takes pride in their own achievements.

5. Is aware of, and respects the way of life of others. Understands that their own way of life should be respected by other children and adults.

Social - Communication

1. Communicates with others using single words, gestures and facial expressions.

2. Speaks using simple statements. Uses intonation to ask questions rather than grammatically correct language.

3. Begins to combine statements to present a coherent argument or explanation. Spoken sentences are generally a combination of ideas and not usually grammatically correct.

4. Asks simple questions. Spoken sentences are sometimes grammatically correct.

5. Speaks fluently and coherently. Speech is generally but not always grammatically correct. Listens attentively to the views of others and responds appropriately, taking turns in the conversation.