ORIGINAL RESEARCH article
Front. Educ.
Sec. Teacher Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1654562
Development of a Practitioner Training Model: A Metacognitive Approach Based on the Denver II Developmental Screening Test
Provisionally accepted
- Khoja Akhmet Yassawi International Kazakh-Turkish University, Turkistan, Kazakhstan
Select one of your emails
You have multiple emails registered with Frontiers:
Notify me on publication
Please enter your email address:
If you already have an account, please login
You don't have a Frontiers account ? You can register here
This study introduces a training model developed to support practitioners effectively using the Denver II Developmental Screening Test. The model was shaped through a five-step process and is built on metacognitive principles. It includes three modules: understanding, conducting, and interpreting. The model encourages practitioners not only to follow steps but also to pause, anticipate challenges, and consider their actions—practices often left out in typical training. Fifteen early childhood professionals engaged with the model during implementation. Their feedback and observed behaviors were qualitatively examined. In addition, several field experts reviewed the model and remarked on its flexibility and relevance across different practice settings. What makes the model notable is its shift in emphasis—from simply following procedures to understanding how practitioners think and make decisions. Though originally designed around the Denver II framework, its core approach appears applicable to other assessment tools that demand careful professional judgment.
Keywords: Denver II Developmental screening test, practitioner training, metacognitive awareness, Model development, design-based research
Received: 26 Jun 2025; Accepted: 19 Sep 2025.
Copyright: © 2025 Kuralbayeva, Pilten, Tasova and Pilten. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Gülhiz Pilten, gulhizpilten@ayu.edu.kz
Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.