How Do Educators Use Evidence to Inform Decision-Making in Australian Early Childhood Education and Care Settings? A Qualitative Interview Study
Saved in:
| Title: | How Do Educators Use Evidence to Inform Decision-Making in Australian Early Childhood Education and Care Settings? A Qualitative Interview Study |
|---|---|
| Language: | English |
| Authors: | Penny Levickis (ORCID |
| Source: | International Journal of Early Childhood. 2025 57(3):803-830. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Early Childhood Education |
| Descriptors: | Foreign Countries, Early Childhood Teachers, Early Childhood Education, Data Use, Decision Making, Evidence Based Practice, Evaluative Thinking, Information Sources, Faculty Development, Barriers, Educational Change, Resistance to Change, Information Literacy |
| Geographic Terms: | Australia |
| DOI: | 10.1007/s13158-025-00422-8 |
| ISSN: | 0020-7187 1878-4658 |
| Abstract: | While evidence-based practice is linked to improved quality in early childhood education and care (ECEC) settings, limited research examines how early childhood (EC) educators understand and use evidence in practice. The aim of this qualitative descriptive study was to gain insights into how EC educators in Australia use evidence to develop and/or enhance their programmes, practices and decision-making. Thirteen EC educators from diverse ECEC settings across Australia took part in semi-structured interviews to explore their perspectives on using evidence. Findings revealed diverse understandings of "evidence-based practice" ranging from practices grounded in research to those based on personal judgments. While research evidence was valued, there was a strong emphasis on using educator-generated evidence from observing children's responses, along with drawing on multiple sources including online materials, feedback from families, and advice from other professionals. Key enablers to evidence use included supportive leadership, a shared service vision, professional learning opportunities, and systemic supports including time and resources. Barriers included resistance to change, workforce challenges, and lack of data literacy skills. The findings highlight the need for clearer conceptualisations of evidence use in early childhood education, effective research translation strategies, whole-service approaches, and professional development tailored to educators' diverse qualifications and experiences. A multifaceted approach considering systemic factors is needed to bridge the research-practice gap and embed evidence-based practices across the early childhood sector. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1498932 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | While evidence-based practice is linked to improved quality in early childhood education and care (ECEC) settings, limited research examines how early childhood (EC) educators understand and use evidence in practice. The aim of this qualitative descriptive study was to gain insights into how EC educators in Australia use evidence to develop and/or enhance their programmes, practices and decision-making. Thirteen EC educators from diverse ECEC settings across Australia took part in semi-structured interviews to explore their perspectives on using evidence. Findings revealed diverse understandings of "evidence-based practice" ranging from practices grounded in research to those based on personal judgments. While research evidence was valued, there was a strong emphasis on using educator-generated evidence from observing children's responses, along with drawing on multiple sources including online materials, feedback from families, and advice from other professionals. Key enablers to evidence use included supportive leadership, a shared service vision, professional learning opportunities, and systemic supports including time and resources. Barriers included resistance to change, workforce challenges, and lack of data literacy skills. The findings highlight the need for clearer conceptualisations of evidence use in early childhood education, effective research translation strategies, whole-service approaches, and professional development tailored to educators' diverse qualifications and experiences. A multifaceted approach considering systemic factors is needed to bridge the research-practice gap and embed evidence-based practices across the early childhood sector. |
|---|---|
| ISSN: | 0020-7187 1878-4658 |
| DOI: | 10.1007/s13158-025-00422-8 |
