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According to García-Montalvo, a psychological evaluation instrument is “everything that the evaluator can use as a legitimate source of data about a subject.” Psychological evaluation instruments are classified according to the different types of techniques, understood as a set of procedures and resources used by a science or an art.

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1.Objectivity: The test score should be a measurable result and not affected by subjectivity.

2.Reliability: The test must produce consistent and coherent results, ensuring the stability of the measurement.

3.Validity: The test must precisely and accurately measure what it is intended to measure.

4.Practicality: Easy to manage and grade.

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Cognitive Area
In early stimulation, cognitive assessment instruments are used to measure how infants and young children acquire knowledge, solve problems, and adapt to their environment. These tools focus on memory, attention, perception, and early reasoning abilities.

Motor Area
Instruments in the motor domain evaluate both fine and gross motor skills during the early years. They measure a child’s ability to crawl, walk, manipulate objects, and coordinate small hand movements.

Language Area
Language development is a central aspect of early stimulation, and assessment instruments in this area examine both receptive and expressive communication. They help determine how children understand and use sounds, words, and sentences.

Socioemotional Area
In early childhood, socioemotional development involves building relationships, regulating emotions, and developing social skills. Instruments in this area evaluate behavior, attachment, and emotional well-being.

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Cognitive Area

Name of the Instrument: Bayley Scales of Infant and Toddler Development, Third Edition (Bayley III)

Age Range: From 1 month to 42 months; approximately 3 years and 6 months.

Description of the Test:
The Bayley-III is one of the most widely used tools to assess early childhood development. In the cognitive scale, it evaluates how infants and toddlers explore their environment, solve simple problems, remember objects, and respond to new situations. Tasks include looking for hidden objects, recognizing shapes, and completing simple puzzles. It helps detect developmental delays at an early stage.

Example of Early Stimulation / Child Psychology Application:
If a child shows difficulty in remembering where an object is hidden, an early stimulation activity might include object permanence games, such as hiding a toy under a cloth and encouraging the child to find it. This strengthens memory, problem-solving, and attention—core aspects of cognitive development.

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estimulación temprana en niños de preescolar

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Instrument – Language Area

Name of the Instrument: Preschool Language Scale, Fifth Edition (PLS-5)

Age Range: From birth to 7 years 11 months.

Description of the Test:
The PLS-5 is designed to evaluate both receptive and expressive language skills in infants and young children. For younger children, tasks may include responding to sounds, identifying objects, or following simple commands. For older toddlers, tasks expand to naming pictures, using words to describe actions, and forming sentences. This instrument is widely used to identify delays in speech and language development.

Example of Early Stimulation / Child Psychology Application:
If a toddler struggles with expressive language, an early stimulation activity may include naming familiar objects during play and encouraging the child to repeat. Singing simple songs, using picture books, and engaging in turn taking conversations also help strengthen vocabulary and communication skills.

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estimulación temprana en niños de preescolar

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Alvarado (2015), Estimulación temprana para potenciar la inteligencia psicomotriz: importancia y relación, Revista Ciencia Unemi, vol. 8, núm. 15.

https://www.redalyc.org/pdf/5826/582663829013.pdf

Cuevas (2012), Orígenes y Evolución de la Atención Temprana. Una Perspectiva Histórica de la Génesis de la Atención Temprana en Nuestro País. Agentes Contextos y Procesos Psicología Educativa. Revista de los Psicólogos de la Educación, vol. 18, núm. 2

https://www.redalyc.org/pdf/6137/613765470003.pdf

Lázaro (2021), La estimulación temprana para el desarrollo infantil, Universidad de Oriente, Cuba, vol. 21

https://www.redalyc.org/journal/4757/475769312006/html/

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estimulación temprana en niños de preescolar

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1. Validity: Refers to the degree to which the instruments actually measure what it is intended to measure. A valid test evaluates the proposed psychological construct and not something else.

2. Reliability: Indicates the consistency or stability of the results obtained when applying the instrument at different times or under different conditions.

3. Standardization: Means that the instrument includes uniform procedures for administration, scoring, and interpretation, allowing results to be comparable across individuals.

4. Sensitivity and Specificity: -Sensitivity: the ability to adequately detect the presence of the trait or characteristic being assessed.

-Specificity: the ability to adequately rule out the absence of that characteristic.

5. Relevance: the test must be pertinent and appropriate for the purposes of the assessment process, fitting the subject's characteristics and the context.

6. Normativity: the instrument should have norms or benchmarks that allow individual scores to be interpreted in relation to a reference group.