Understanding Educator Perceptions in Assessment of Kindergarten Children's Development
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| Title: | Understanding Educator Perceptions in Assessment of Kindergarten Children's Development |
|---|---|
| Language: | English |
| Authors: | Natalie Spadafora, Rita Jezrawi, Stefanie De Jesus, David Cameron, Magdalena Janus |
| Source: | Early Childhood Education Journal. 2026 54(1):205-221. |
| 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: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Preschool Education |
| Descriptors: | Kindergarten, Preschool Teachers, Teacher Attitudes, Teacher Student Relationship, Parent Teacher Cooperation, Teacher Education, Racism, Gender Bias, Social Bias, Foreign Countries, Child Development, Socioeconomic Status |
| Geographic Terms: | Canada |
| DOI: | 10.1007/s10643-024-01807-5 |
| ISSN: | 1082-3301 1573-1707 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503775 |
| Database: | ERIC |
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| 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. |
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| ISSN: | 1082-3301 1573-1707 |
| DOI: | 10.1007/s10643-024-01807-5 |
