Data Practices in Australian Early Childhood Programs for Children with Additional Needs

Autor/inn/en	Kishida, Yuriko; Carter, Mark; Kemp, Coral
Titel	Data Practices in Australian Early Childhood Programs for Children with Additional Needs
Quelle	In: Australasian Journal of Special and Inclusive Education, 45 (2021) 1, S.34-48 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kishida, Yuriko)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2515-0731
Schlagwörter	Data Use; Data Collection; Early Childhood Teachers; Early Childhood Education; Inclusion; Special Education; Students with Disabilities; Young Children; Teacher Attitudes; Progress Monitoring; Decision Making; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Data capture; Datensammlung; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Education; Inklusion; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrerverhalten; Decision-making; Entscheidungsfindung; Ausland; Australien
Abstract	Although the use of data is important for informing inclusive practice, research into Australian early childhood educators' data practice is limited. Types of data collected in early childhood settings and the use of these data were investigated. Surveys completed by 105 early childhood educators across Australia indicated that anecdotal written records, photos, and children's work samples were the predominant data collection strategies used for both children with and without additional needs. More educators reported that they collected counted or timed behaviour data for children with additional needs than for those without additional needs. One third of educators did not indicate that they collect this type of data. The majority of educators indicated that they value the use of data in their practice, reported that they use data for progress monitoring and modification of activities to meet the needs of individuals with additional needs, and perceived that they were confident in using the data collection strategies that they nominated. The data that these Australian early childhood educators used were predominantly qualitative, suggesting that training is needed for educators to collect and utilise both qualitative and quantitative data to assist with instructional decision-making. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01