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Exploring the Added Value of Early Childhood Educators' Approaches to Assessment in Play-Based Kindergarten Education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploring the Added Value of Early Childhood Educators' Approaches to Assessment in Play-Based Kindergarten Education./
Author:	Romain-Tappin, Christine.
Description:	1 online resource (276 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-06, Section: A.
Contained By:	Dissertations Abstracts International84-06A.
Subject:	Teaching. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30168761click for full text (PQDT)
ISBN:	9798358424968

Exploring the Added Value of Early Childhood Educators' Approaches to Assessment in Play-Based Kindergarten Education.
Romain-Tappin, Christine.

Exploring the Added Value of Early Childhood Educators' Approaches to Assessment in Play-Based Kindergarten Education. - 1 online resource (276 pages)

Source: Dissertations Abstracts International, Volume: 84-06, Section: A.

Thesis (Ph.D.)--Queen's University (Canada), 2022.

Includes bibliographical references

As significant interdisciplinary research has demonstrated the value of early learning in the development of healthy cognitive and behavioural skills, kindergarten education has become an area of priority worldwide, with substantial revisions to early education policies and curricula throughout North America, Europe, and elsewhere. Research has shown the potential benefits for increased student learning and greater long-term success when Early Childhood Educators (ECEs) and certified teachers (CTs) collaborate to use play-based pedagogies and assessments to support learning. Despite the addition of ECEs into the kindergarten environment, an examination of how ECEs contribute to the assessment of student learning remains absent from existing research efforts. This study aimed to gain an in-depth understanding of (a) ECEs' conceptualized views of assessment within play-based kindergarten classrooms and how their conceptualized views of assessment align with their curricular stance, and (b) the factors that influenced a collaborative approach to assessment in play-based kindergarten classrooms. A constructivist qualitative research design was used. Data were collected from 80 ECEs through two open forums at a Kindergarten Summit, along with post-forum questionnaires. Data collected were analyzed together using standard inductive descriptive coding techniques. Results of this study revealed alignment between ECEs' curricular stance and a developmentally appropriate approach to assessment. ECEs expressed priority for child-centred, collaborative, individualized, play-based approaches to classroom assessments. Findings from this research will inform the development and delivery of a collaborative team, highlighting the importance of trusting professional relationships wherein ECEs are considered valued contributors to the teaching and assessment process. More broadly, findings from this study lay the foundation for future studies into the curricular stance of educators, the current conceptualized understanding of assessment embedded in play, and the role policies and systemic conditions play towards the collaborative effort of the kindergarten team.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798358424968Subjects--Topical Terms:

517098
Teaching.
Index Terms--Genre/Form:

542853
Electronic books.

Exploring the Added Value of Early Childhood Educators' Approaches to Assessment in Play-Based Kindergarten Education.
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504 $a Includes bibliographical references
520 $a As significant interdisciplinary research has demonstrated the value of early learning in the development of healthy cognitive and behavioural skills, kindergarten education has become an area of priority worldwide, with substantial revisions to early education policies and curricula throughout North America, Europe, and elsewhere. Research has shown the potential benefits for increased student learning and greater long-term success when Early Childhood Educators (ECEs) and certified teachers (CTs) collaborate to use play-based pedagogies and assessments to support learning. Despite the addition of ECEs into the kindergarten environment, an examination of how ECEs contribute to the assessment of student learning remains absent from existing research efforts. This study aimed to gain an in-depth understanding of (a) ECEs' conceptualized views of assessment within play-based kindergarten classrooms and how their conceptualized views of assessment align with their curricular stance, and (b) the factors that influenced a collaborative approach to assessment in play-based kindergarten classrooms. A constructivist qualitative research design was used. Data were collected from 80 ECEs through two open forums at a Kindergarten Summit, along with post-forum questionnaires. Data collected were analyzed together using standard inductive descriptive coding techniques. Results of this study revealed alignment between ECEs' curricular stance and a developmentally appropriate approach to assessment. ECEs expressed priority for child-centred, collaborative, individualized, play-based approaches to classroom assessments. Findings from this research will inform the development and delivery of a collaborative team, highlighting the importance of trusting professional relationships wherein ECEs are considered valued contributors to the teaching and assessment process. More broadly, findings from this study lay the foundation for future studies into the curricular stance of educators, the current conceptualized understanding of assessment embedded in play, and the role policies and systemic conditions play towards the collaborative effort of the kindergarten team.
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