Examining and Quantifying Variance in Quality Across Three Levels of Assessment in Early Childhood Education and Care Settings

This study investigated child-assessment practices in the context of Korean early childhood education and care settings. Interviews with educators and documents obtained from educational and care settings were analyzed. In general, the results support the rigorous implementation of child-assessment procedures since the recent implementation of kindergarten evaluation and childcare accreditation by the government. However, some settings have not implemented these procedures systematically, resulting in wide variation in the types of assessment conducted and the forms used across environments, as well as superficial goals and limited information regarding children. To enable efficient child assessment and the transfer and sharing of information about each child among providers and schools, a common framework should be provided, with common tools and recording forms, together with guidelines for child assessment and training services for educators and staff.

Parents' participation in their children's education are issues that have been of concern to educational research over time. So are the dimensions of communication and cooperation that develop between the educational organization and the child’s family. Nowadays, the majority of young children are enrolled in a variety of early childhood education and care settings, such as day care centers. Parental participation in these programmes is recognised as an important indicator for the provision of quality services. It is considered that it improves the quality of the structures, the upbringing of children and the learning environment at home overall. Research suggest that high quality early childhood education and care settings has a positive impact on the child's development and attitude towards learning, both in a short and a long term basis. In this paper we explore a single case study of an early years educator through a semi-structured interview. The aim is to gain an in-depth understanding of how an early childhood educator of 0-4 years old views and experience parental involvement in the nursery setting. The findings of this study provide strong evidence that early childhood educator’s attitudes and perceptions towards parental involvement are positive. The early childhood educator’s belief is that a meaningful relationship and collaboration with parents and the early childhood center is important in order to encourage parents to participate in the nursery’s daily routine0. Although they acknowledge that there are barriers that hinder parental participation, they make efforts to overcome the barriers.The necessity of this study is supported by the gaps identified in the review of international and Greek research activity regarding its topic and its usefulness in early childhood education and care, as it provides valuable insights into the type and quality of parental involvement in early childhood and the practices that early childhood educators can enhance.

This paper presents and discusses the findings of a collaborative investigation into Nordic approaches to evaluation and assessment in early childhood education and care. The project explored values and principles that underpin and guide evaluation in ECEC systems and practices in five Nordic countries: Denmark, Finland, Iceland, Norway and Sweden. The qualitative study combined documentary analysis with interviews with early childhood educators, academics and policy makers. The study was commissioned by the Nordic Council of Ministers in order to shed light on the values and principles that have guided the evaluation and assessment of the quality of early childhood education and care in the various Nordic countries, the ways in which evaluation and quality assessment has been developed in the Nordic countries and the parties responsible for carrying out the evaluation and assessment. Central to our exploration was whether a coherent Nordic approach exists and what characteristics distinguish it from other possible models of ECEC system evaluation. This question has gained relevance in global contexts of International Large-scale Standardised Assessments in ECEC, promoted most prominently the Organisation for Economic Co-operation and Development (OECD). Our findings confirm the existence of a Nordic approach, consisting of a shared and coherent understanding of the underpinning values, the purpose and the appropriate methodologies across several dimensions of comparison between countries as well as within countries. Shared values and principles include well-being, child-centredness, play, learning, professionalism and reducing inequalities. Shared purpose of evaluation is to provide relevant information to improve the quality of the ECEC system. In consequence, the focus is on evaluating settings and systems that enable children to thrive, rather than assessing individual children. Nonetheless, the Nordic model must be carefully interpreted in its specific contexts. Much responsibility is delegated to the municipality level, leading to local variations and influences. More generally, we found the Nordic approaches to evaluation and assessment in ECEC firmly situated in a Nordic model of governance that emphasises decentralisation and values local democracy. We discuss the implications of this for international comparative research in ECEC, for further research into the relationship between the central and the local in ECEC and for the possibility of an explicit Nordic contribution to informing the global ECEC policy debate.

Using Intervention Mapping for child development and wellbeing programs in early childhood education and care settings

New policy initiatives, such as those concerned with promoting young children’s positive mental health, highlight the need for good quality professional education in the early childhood education and care sector. However, although a wealth of literature exists from the school sector, little is known about professional education in early childhood education and care settings. This article presents an analysis of early childhood education and care educators’ perspectives about their professional learning during an initiative to promote young children’s mental health in 111 early childhood education and care centres in Australia. Questionnaires and feedback forms were collected from educators on four occasions over 2 years. In addition, programme facilitators rated the quality of implementation of the initiative in each centre. Thematic analysis indicated that the professional education was instrumental in building early childhood education and care educators’ knowledge about children’s social-emotional learning and mental health, increased educators’ self-efficacy for mental health promotion and encouraged a more collegial and collaborative workplace. Hierarchical linear modelling supported the learning gains identified in the qualitative analysis, but showed that the effect sizes for positive change depended on the quality of programme implementation. The findings highlight important synergies between opportunities for professional learning and workplaces that are conducive to transformation and renewal. Recommendations from participants for improvement included the need to ensure the relevance of content to local contexts, more extended learning opportunities, translation of unfamiliar language and more accessible timetabling of professional learning sessions. Issues concerning the need to advocate for, and sustain, professional education in early childhood education and care settings are discussed.

This paper reports the findings of a study that aimed to identify the music beliefs and values of educators in early childhood education and care settings in Australia. The aims of the study were 2-fold: to adapt and pilot a survey of music beliefs and values which might be implemented subsequently nationally in childcare settings; and, secondly, to identify the music beliefs and values held by early childhood and care educators concerning music in children's learning. The research questions that guided this component of the study were: What is the profile of early childhood and care educators? What beliefs and values for music engagement are held by early childhood and care educators? What shapes early childhood and care educators' music beliefs and values? Findings indicated that educators' beliefs and values on all items are above the mid-point indicating overall positive attitudes toward music despite the majority having no formal qualifications in music or a history of instrumental performance and/or singing. Given the overall positive attitudes toward music we suggest there is enormous potential within this population for further professional learning and development targeted at music and its potential wider benefits in young children's learning and lives.

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.

Background of the Study:In the context of Indonesia’s Merdeka Curriculum, assessment plays a crucial role in supporting student-centered learning, particularly in early childhood education (ECE). The Sekolah Penggerak initiative aims to improve the quality of teaching and learning through the integration of formative and summative assessments. However, challenges persist in effectively implementing these assessments at the ground level, especially in PAUD (Early Childhood Education) settings. Aims and Scope of the Paper:This study aims to examine how formative and summative assessments are implemented in Sekolah Penggerak PAUD institutions in Jambi City, and to explore teacher perceptions, implementation challenges, and the effectiveness of these assessments in improving student learning outcomes. Methods:A qualitative descriptive approach was used, involving 21 early childhood educators from selected Sekolah Penggerak. Data were collected through structured questionnaires distributed via Google Forms and analyzed thematically using the Miles and Huberman framework. Results:The findings indicate that formative assessments are actively used during the learning process to provide immediate feedback that enhances student engagement and understanding. Summative assessments are used to evaluate overall competency achievement at the end of a learning period. However, teachers face significant challenges, including time limitations, administrative burdens, and insufficient technical support. Conclusion:The study highlights the need for ongoing professional development and context-specific assessment strategies to ensure the effective integration of formative and summative assessments in early childhood education. The results offer practical implications for policy-makers, school leaders, and educators seeking to improve assessment practices within the Merdeka Curriculum framework.

Let's put a national child care strategy back on the agenda

This paper is focused on investigating the emotional environment of Early Childhood Education and Care settings within three settings in the Southwest of the UK as part of a doctoral thesis. Literature is drawn from research such as Professional Love (Page 2018), Emotional Labour (Elfer 2015) and Ethics of Care (Noddings 1984). The methodology was positioned from a phenomenological (Sokolowski 2000) and praxeological (Pascal and Bertram 2012) methodological approach. As the primary research was completed within settings and involving children, ethical implications were carefully considered. The study sought to give an interpretation of the emotional environment within Early Childhood Education and Care settings by deploying observations, document analysis and manager interviews to give an interpretation of the emotional environment. The main findings suggest that emotional environments are complex. This means there is much ambiguity within emotion, particularly the framing of love and affection. It offers original contributions, such as the design of a new combination of concepts about emotional environments within a theoretical framework. The Emotional Ecology of Early Childhood Education and Care settings is a way of viewing some of these complexities and understanding the context in which they occur. This approach to dissemination fits with the Praxeological methodological positioning which seeks to transform practice by researching praxis (Coughlan and Coughlan 2010).

This study is based on a study of the experience of the outdoors in early childhood education and care settings in Ireland. Central to the analyses are the inter‐linkages drawn between constructions of a ‘good’ childhood, and children’s ‘need’ for outdoor play, as well as the contradictions which arise around competing discourses of safety and protection versus play and autonomy in the structuring of children’s everyday lives. The findings indicate that the outdoors is increasingly marginalised in young children’s everyday experiences. Conclusions are drawn with reference to the implications for the development of real and meaningful outdoor play experiences for children in early childhood education and care settings.

Assessment in Early Childhood Education occupies a central place in the pedagogical process, since it must respect the specificities of childhood and consider the integral development of children. However, many challenges still face teachers, especially regarding their initial and ongoing training. This paper focuses on teacher training for assessment in Early Childhood Education, focusing on the knowledge necessary for this practice to be consistent with the legal and pedagogical principles that govern this stage. The main objective is to reflect on how the initial and ongoing training processes contribute to the development of knowledge necessary for assessment practice in Early Childhood Education, considering the specificities of this stage. The methodology adopted is bibliographic in nature, based on the analysis of academic productions, legal documents and educational research that discuss teacher training and child assessment. The research allows us to conclude that there are still gaps in the preparation of teachers to develop a sensitive, ethical and meaningful assessment, consistent with the guidelines of Early Childhood Education. Thus, the need for training proposals that articulate theory and practice, promote active listening of children and encourage critical reflection on the assessment instruments used in everyday school life is highlighted.Assessment in Early Childhood Education occupies a central place in the pedagogical process, since it must respect the specificities of childhood and consider the integral development of children. However, many challenges still face teachers, especially regarding their initial and ongoing training. This paper focuses on teacher training for assessment in Early Childhood Education, focusing on the knowledge necessary for this practice to be consistent with the legal and pedagogical principles that govern this stage. The main objective is to reflect on how the initial and ongoing training processes contribute to the development of knowledge necessary for assessment practice in Early Childhood Education, considering the specificities of this stage. The methodology adopted is bibliographic in nature, based on the analysis of academic productions, legal documents and educational research that discuss teacher training and child assessment. The research allows us to conclude that there are still gaps in the preparation of teachers to develop a sensitive, ethical and meaningful assessment, consistent with the guidelines of Early Childhood Education. Thus, the need for training proposals that articulate theory and practice, promote active listening of children and encourage critical reflection on the assessment instruments used in everyday school life is highlighted.

Field experiences are important to early childhood (EC) teachers’ preparation; however, early childhood education and care (ECEC) settings for children born through age five and postsecondary EC teacher preparation programs are experiencing challenges that may affect their capacity to provide such experiences. Through focus group interviews, our qualitative study gathered the perspectives of 20 EC teacher preparation students, including preservice teachers and those working full-time in ECEC settings. Findings describe the positive and negative ways students believe their experiences in ECEC settings influenced their learning and preparation. Participants’ ECEC settings and EC teacher preparation programs were not able to provide the high-quality ECEC field placements and mentorship considered integral to EC teachers’ preparation. We discuss and identify implications for future research regarding participants’ access to educational supports and their field experiences and describe strategies for strengthening both ECEC and EC preparation systems. Findings demonstrate the interconnected nature of ECEC and EC teacher preparation quality, suggesting a need to consider the strength and sustainability of both systems if the field hopes to recruit, develop, and retain a qualified EC workforce.

With Australia’s overwhelming ‘Yes’ vote on marriage equality in November 2017, the need for early childhood educators to ensure that understandings of ‘family’ reflected in early childhood education and care settings include lesbian, gay, bisexual, transgender, intersex and queer (LGBTIQ) parents and their children, is further reinforced. Here, a review of recent literature is framed by an ecological systems approach in order to identify key influences on the lived experiences of LGBTIQ parents and their children in the context of early learning centres. Attention is drawn to the need for further research that identifies how best to equip early childhood educators to ensure that all children and their families feel a sense of belonging and representation in their early childhood education settings.

This article conceptualizes assessment in early childhood education as a moral practice using Amartya Sen’s capability approach and Thomas A Schwandt’s practical hermeneutic approach to assessment and evaluation. After describing the moral connection Sen makes between development and assessment, Schwandt’s conceptualization of evaluation is presented as reframing it from a technical practice to one based on practical moral knowledge, having moral significance for teachers and children. Assessment as a moral practice must be done from two perspectives: from the learner’s perspective to assess children’s agency in guiding their own learning, and from the environment’s perspective to assess the opportunities for learning afforded children by the environment. Balancing assessment from these two perspectives is a moral challenge for teachers. The final section examines the recent work by Margaret Carr and Jennifer Keys Adair, who offer new approaches to assessment in early childhood that incorporate methods consistent with the capability approach and Schwandt. The goal of the article is to outline a moral practice of assessment in early childhood education.