Abstract

Dynamic assessment represents an alternative diagnostic approach focused on the revelation of the tested persons’ learning potential. The learning potential is observed via the emphasis on the achievement process. It aims at meaningful connection with the intervention that immediately applies diagnostic findings to support the development of an individual’s abilities.

This article summarizes essential information about the mentioned diagnostic trend and investigates possibilities of its utilization in a combination with the method of video interaction guidance (VIG). The pilot-study evaluating this combination of dynamic assessment and VIG has been conducted in three stages. Both quantitative and qualitative methods have been used, although the nature of the study is mostly qualitative. The study verifies the utility and advantages of the dynamic assessment-based method for preschool preparation in kindergartens. Moreover, the paper identifies effective instructions and styles of communication supporting cognitive development.

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