本相關性描述研究的工具是嬰幼兒發展測驗 (測驗項目與常模自原版DDST翻譯而成)，目的在探討臺北市北投區三所幼稚園學生的發展現況。採方便取樣，年齡在三至五歲共71位。分粗動作、精細動作、語言、身邊處理等四大方面。測驗結果篩選出有問題者7人 (9.9%)，不正常者1人 (1.4%)。個案的性別、父母的教育程度及職業、手足人數、三歲以前白天主要照顧者對發展測驗結果並無影響。隨著發展項目的難度增加，個案通過的人數比率也遞減，顯示嬰幼兒發展測驗能反映出兒童的發展能力。由個案通過與年齡線相交項目的比率及在年齡線上全部項目均通過的人數比率，得知粗動作的發展最慢；精細動作在前述兩項的百分比最高，加上比年齡線上更困難的項目通過的人數比率高達60%以上，顯示精細動作的發展比DDST常模超前。語言及身邊處理則與DDST常模無太大差異。由於DDST的常模係30多年前於美國文化下依美國兒童的發展狀況建立，若欲測驗目前臺灣嬰幼兒的發展，亟需制訂符合現今臺灣兒童發展狀況的常模。

　　　　　A descriptive correlational study that used the Denver Developmental Screening Test (DDST) -Chinese version (the testing items and norms were translated from DDST) was conducted to evaluate the child developmental status in three kindergartens in Peitou District of Taipei City. Seventy-one children between 3 and 5 years of age were included. The DDST has four developmental dimensions: gross motor, fine motor-adaptive, language, and personal-social. The tests yielded 7 (9.9%) subjects with questionable and 1 (1.4%) subject with abnormal developmental results. The subjects' gender, parental educational level, parental occupation, sibling number, and day-care provider before age 3 did not relate to the test results. The percentage of children passing each item decreased as the task became harder in terms of the developmental order in the gross motor, fine motor-adaptive, language and personal-social dimensions of the DDST. These indicated that the DDST-Chinese version is valid in capturing the maturing status of the children in this study. Of items intersecting the subject's age-line, the gross motor dimension had the lowest mean percentage of pass and all-pass rate, which indicated a lag in gross motor development compared to the other three dimensions. Conversely, the fine-motor adaptive dimension had the highest mean percentage of pass and all-pass rate, and more than 60% of the study subjects could pass items that were ahead of their age-line. This suggested that development in the fine-motor adaptive dimension was more advanced than the norms of the DDST. There were no distinct differences between the study subjects and the norms in the language and person-social dimensions. The differences between the study subjects and the norms in the fine motor-adaptive dimension suggest that the DDST-Chinese version norms need to be standardized in order to account for cultural differences. To be a valid tool, the norms of the DDST-Chinese version should be standardized to be concordant with current development among Taiwanese children.