View in EDS HTML Full Text PDF Full Text

Understanding Educator Perceptions in Assessment of Kindergarten Children's Development.

Saved in:
Bibliographic Details
Title: Understanding Educator Perceptions in Assessment of Kindergarten Children's Development.
Authors: Spadafora, Natalie1 (AUTHOR), Jezrawi, Rita1 (AUTHOR), De Jesus, Stefanie2 (AUTHOR), Cameron, David2 (AUTHOR), Janus, Magdalena1 (AUTHOR) janusm@mcmaster.ca
Source: Early Childhood Education Journal. Jan2026, Vol. 54 Issue 1, p205-221. 17p.
Subject Terms: *Educators' attitudes, *Teacher training, *Cultural identity, *Group identity, *Educational evaluation, *Kindergarten, *Family relations, Cultural prejudices
Geographic Terms: Ontario, Canada
Abstract: Race-related data are not routinely collected as part of the Canadian kindergarten teacher reported Early Development Instrument (EDI) data collection even though they could be used to inform provision of supports for students and educators. Therefore, the goal of our exploratory study was to gather an understanding of teacher perceptions regarding the assessment of items on the EDI in the context of children's race, gender, and family status and teacher positionality. We conducted a series of four focus groups with educators (kindergarten teachers and designated early childhood educators) from a school board in Ontario, Canada. The major themes identified were: (1) intersections of social identity; (2) systemic biases and preconceived expectations; (3) educator reflections on feelings, attitudes, and circumstances; (4) teacher-child-family relationships; and (5) teacher training, education, and administrative resources. Our findings suggest that educators' assessment may be influenced and informed by their perception of their own and their students' identity. Potential of a bias might be reduced by adequate training and education. [ABSTRACT FROM AUTHOR]
Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 191072484
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Understanding Educator Perceptions in Assessment of Kindergarten Children's Development.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Spadafora%2C+Natalie%22">Spadafora, Natalie</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Jezrawi%2C+Rita%22">Jezrawi, Rita</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22De+Jesus%2C+Stefanie%22">De Jesus, Stefanie</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Cameron%2C+David%22">Cameron, David</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Janus%2C+Magdalena%22">Janus, Magdalena</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> janusm@mcmaster.ca</i>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Early+Childhood+Education+Journal%22">Early Childhood Education Journal</searchLink>. Jan2026, Vol. 54 Issue 1, p205-221. 17p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Educators'+attitudes%22">Educators' attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br />*<searchLink fieldCode="DE" term="%22Cultural+identity%22">Cultural identity</searchLink><br />*<searchLink fieldCode="DE" term="%22Group+identity%22">Group identity</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+evaluation%22">Educational evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br />*<searchLink fieldCode="DE" term="%22Family+relations%22">Family relations</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+prejudices%22">Cultural prejudices</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Ontario%22">Ontario</searchLink><br /><searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Race-related data are not routinely collected as part of the Canadian kindergarten teacher reported Early Development Instrument (EDI) data collection even though they could be used to inform provision of supports for students and educators. Therefore, the goal of our exploratory study was to gather an understanding of teacher perceptions regarding the assessment of items on the EDI in the context of children's race, gender, and family status and teacher positionality. We conducted a series of four focus groups with educators (kindergarten teachers and designated early childhood educators) from a school board in Ontario, Canada. The major themes identified were: (1) intersections of social identity; (2) systemic biases and preconceived expectations; (3) educator reflections on feelings, attitudes, and circumstances; (4) teacher-child-family relationships; and (5) teacher training, education, and administrative resources. Our findings suggest that educators' assessment may be influenced and informed by their perception of their own and their students' identity. Potential of a bias might be reduced by adequate training and education. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191072484
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s10643-024-01807-5
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 205
    Subjects:
      – SubjectFull: Educators' attitudes
        Type: general
      – SubjectFull: Teacher training
        Type: general
      – SubjectFull: Cultural identity
        Type: general
      – SubjectFull: Group identity
        Type: general
      – SubjectFull: Educational evaluation
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Family relations
        Type: general
      – SubjectFull: Cultural prejudices
        Type: general
      – SubjectFull: Ontario
        Type: general
      – SubjectFull: Canada
        Type: general
    Titles:
      – TitleFull: Understanding Educator Perceptions in Assessment of Kindergarten Children's Development.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Spadafora, Natalie
      – PersonEntity:
          Name:
            NameFull: Jezrawi, Rita
      – PersonEntity:
          Name:
            NameFull: De Jesus, Stefanie
      – PersonEntity:
          Name:
            NameFull: Cameron, David
      – PersonEntity:
          Name:
            NameFull: Janus, Magdalena
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Text: Jan2026
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 10823301
          Numbering:
            – Type: volume
              Value: 54
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Early Childhood Education Journal
              Type: main
ResultId 1