This paper addresses issues related to the agreement between parents and teachers when they assess children's development, and to what extend those assessments are related to children's cognitive abilities. A hundred seventy three preschoolers were independently classified by their parents and teachers regarding different developmental domains. The results on the WPPSI-R test were taken as an external criterion to evaluate the accuracy of the parents' ratings. Children's age and gender were considered in the analysis. Inter-rater agreement is low to moderate. Compared with teachers, parents systematically rate their children as more developed. Some dimensions of development (e.g. learning) are more related to performance on the WPPSIR than others. Results are discussed regarding their implications to the psychological assessment of preschoolers.
Inter-rater agreement; developmental assessment; parents; teachers; WPPSI-R
