Examination of Early Childhood Teachers’ Techniques to Recognize and Assess the Child Before and During the Distance Education
Abstract views: 231 / PDF downloads: 76
DOI:
https://doi.org/10.14689/enad.40.1969Keywords:
early childhood, teachers, distance education, recognizing, assessmentAbstract
Aim of this study was to identify the recognition and assessment techniques used by early childhood educators both before and after the pandemic using a fundamental qualitative research approach. 17 preschool teachers participated in the study using a semi-structured interview form. The study's conclusions are arranged according to several themes. The methods preschool teachers employ to recognize and assess the child during in-person instruction is the first of these themes. Teachers utilize a variety of techniques to recognize and assess children during in-person instruction, including observation, developmental observation forms, developmental reports, warm-up games, drawing, working with families, anecdotes, sociometry, and portfolio work. The sudden switch to online instruction-assessment techniques in remote learning has resulted in unanticipated challenges and unexpected situations for the preschool teachers as they attempt to implement the teaching process. In such unanticipated circumstances, it is important to look at how early childhood educators recognize and assess children.
References
Akman, B. (2010). Evaluation in science education. B. Akman (Ed). In Science education in the preschool period (pp. 151–162). Pegem.
Akman, B., Yazıcı, D. N., & Akgül, E. (2022). Determining the Practice Differences in Preschool Teachers’ for Evaluating Children in the face-to-face and distance education process, with the views of the teachers. HAYEF: Journal of Education, 19(2), 130-137. https://doi.org/10.54614/hayef.2022.22004 DOI: https://doi.org/10.54614/hayef.2022.22004
Akşin Yavuz, E. (2022). Distance education practices in preschool education: Online classes. MSKU Journal of Education, 9(2), 627-647. DOI: https://doi.org/10.21666/muefd.1087297
Aktan Acar, E., Erbaş, Y., H., & Eryaman, M., Y. (2021). An examination of preschool teachers' opinions towards the Covid-19 pandemic process. AUAd, 7(4), 31-54. https://doi.org/10.51948/auad.979726 DOI: https://doi.org/10.51948/auad.979726
Alanko, M., Kankaanranta, M. & Kenttälä, V. (2019). Implementation of Digital Portfolios in Early Childhood Education. In J. Theo Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 313-321). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). Retrieved October 19, 2024 from https://www.learntechlib.org/primary/p/210018/.
Alasuutari, M., Markström, A. M., & Vallberg-Roth, A. C. (2014). Assessment and documentation in early childhood education. Routledge. DOI: https://doi.org/10.4324/9781315818504
Ali, L., Abidal, N., Hmoud, H., & Dmour, A. (2021). The shift to online assessment due to COVID-19: An empirical study of university students, behaviour and performance, in the region of UAE. InternationalJournal of Information and Education Technology. 11(5), 220-228. https://doi.org/10.18178/ijiet.2021.11.5.151 DOI: https://doi.org/10.18178/ijiet.2021.11.5.1515
Bagnato, S. J. (2007). Authentic assessment for early childhood intervention: Best practices. Guilford Press.
Balaman, F., & Tiryaki, S. H. (2021). The opinions of teachers about compulsory distance education due to corona virus (Covid-19). Journal of the Human and Social Science Researches, 10(1), 52-84. DOI: https://doi.org/10.15869/itobiad.769798
Banerjee, R., & Luckner, J. L. (2013). Assessment practices and training needs of early childhood professionals. Journal of Early Childhood Teacher Education, 34(3), 231–248. https://doi.org/10.1080/10901027.2013.816808 DOI: https://doi.org/10.1080/10901027.2013.816808
Beringuela, F. (2009). Factors affecting academic performance of undergraduate students at Uganda Christian University, Academia. https://www.academia.edu/22535654/
Brown, J., & Rolfe, S. A. (2005). Use of child development assessment in early childhood education: Early childhood practitioner and student attitudes toward formal and informal testing. Early Child Development and Care, 175(3), 193-202. https://doi.org/10.1080/0300443042000266240 DOI: https://doi.org/10.1080/0300443042000266240
Buldu, M. (2010). Evaluation in preschool mathematics education. B. Akman (Ed). In Preschool mathematics education (pp. 190-209). Pegem.
Burgess, S., & Sievertsen, H. H. (2020). Schools, skills, and learning: The impact of COVID-19 on education. VoxEu. org, 1(2), 73-89.
Carr, M., & Lee, W. (2012). Learning Stories: Constructing Learner Identities in Early
Education. Sage.
Chroust, A. J., Atiles, J. T., Vargas, A. C., & Zúñiga León, I. M. (2023). Sense of efficacy of costa rican early childhood teachers in face-to-face and distance education ınstructional settings. The International Journal of Early Childhood, 1-14. https://doi.org/10.1007/s13158-023-00365-y DOI: https://doi.org/10.1007/s13158-023-00365-y
Donlon, E., Costello, E., & Brown, M. (2020). Collaboration, collation, and competition: Crowdsourcing a directory of educational technology tools for teaching and learning. Australasian Journal of Educational Technology, 36(3), 41–55. https://doi.org/10.14742/ajet.5712 DOI: https://doi.org/10.14742/ajet.5712
Doyle, A., Johnson, M. C., Donlon, E., McDonald, E., & Sexton, P. J. (2021). The role of the teacher as assessor: Developing student teacher’s assessment identity. Australian Journal of Teacher Education (Online), 46(12), 52–68. https://search.informit.org/doi/10.3316/informit.362219293695726 DOI: https://doi.org/10.14221/ajte.2021v46n12.4
Driscoll, V., & Rudge, C. (2005). Channels for listening to young children and parents. In A. Clark, A. T. Kjørholt, & P. Moss (Eds.), Beyond Listening: Children's Perspectives on Early Childhood Services (pp. 91–110). The Policy Press. DOI: https://doi.org/10.56687/9781447342403-009
Gall, M., Gall, J., & Borg, R. (2007). Educational research: An introduction. Pearson Education.
Godhe, A. L. (2024). Teachers’ experience of the breakdown of infrastructures during the pandemic. Education and Information Technologies, 29, 5651–5671. https://doi.org/10.1007/s10639-023-12027-6 DOI: https://doi.org/10.1007/s10639-023-12027-6
Hartatik, S., & Fulka Bia’yuni, A. (2020). The teaching and learning practice performed by pre-school teachers during COVID 19 outbreak. Journey: Journal of English Language and Pedagogy, 3(2), 89-94. https://doi.org/10.33503/journey.v3i2.1016 DOI: https://doi.org/10.33503/journey.v3i2.1016
Işıkoğlu Erdoğan, N., Aydoğan, S., Efe Kendüzler, S., Dülger, E., Aydın, A., & Dinler, H. (2021). Preschool teachers' competence levels and tools used in child assessment. Journal of Education for Life, 35(1), 1–19. https://doi.org/10.33308/26674874.2021351230 DOI: https://doi.org/10.33308/26674874.2021351230
Kaya, İ. (2018). Examination of preschool teachers' opinion on alternative assessment. Universal Journal of Educational Research, 6(10), 2294-2299. https://doi.org/10.13189/ujer.2018.061028 DOI: https://doi.org/10.13189/ujer.2018.061028
Kuhfeld, M., & Tarasawa, B. (2020). The COVID-19 slide: What summer learning loss can tell us. Access date: 20.10.2024 from https://www.norwalkacts.org/wp-content/uploads/2020/05/Collaborative-Brief_Covid19-Slide-APR20.pdf.
Kwi-Ok N., & Jung-In K. (2011). Child assessment in early childhood education and care settings in South Korea. Asian Social Science, 7(6), 66-78. DOI: https://doi.org/10.5539/ass.v7n6p66
Mindes, G. (2003). Assessing young children. Merrill Prentice Hall.
Ministry of National Education (MEB) (2024). Preschool education program. Ankara. Access date: 20.10 2024 from http://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf.
MEB. (2018). 2023 Education Vision. Access date: 22.12.2023 from https://tegm.meb.gov.tr/www/2023-vizyonu/icerik/23.
National Association for the Education of Young Children (NAEYC). (2004). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/positionstatements/PSDAP.pdf
Ntuli, E., Nyarambi, A., & Traore, M. (2014). Assessment in early childhood education: threats and challenges to effective assessment of immigrant children. Journal of Research in Special Educational Needs, 14(4), 221–228. https://doi.org/10.1111/j.1471-3802.2012.01256.x DOI: https://doi.org/10.1111/j.1471-3802.2012.01256.x
Ntuli, E., & Kyei-Blankson, L. (2012). Teacher assessment of young children learning with technology in early childhood education. International Journal of Information and Communication Technology Education (IJICTE), 8(4), 1-10. https://doi.org/10.4018/jicte.2012100101 DOI: https://doi.org/10.4018/jicte.2012100101
OECD. (2012). Starting Strong III: A Quality Toolbox for Early Childhood Education and Care. OECD Publishing. Access date: 20.5.2024 from http://www.dx.doi.org/10.1787/9789264123564-en.
OECD. (2013). How the quality of the learning environment is shaped, OECD Publishing, Access date: 20.10.2024 from http://dx.doi.org/10.1787/9789264201156-en.
Okatan, Ö., & Tagay, Ö. (2021). Pre-school teachers' views on play as a method of recognition and assessment of children. Inonu University Journal of the Faculty of Education, 22(3), 2140-2164. https://doi.org/10.17679/inuefd.892681 DOI: https://doi.org/10.17679/inuefd.892681
Palm, T. (2019). Performance assessment and authentic assessment: A conceptual analysis of the literature. Practical assessment, research, and evaluation, 13(1), 4. https://doi.org/10.7275/0qpc-ws45
Pretti-Frontczak, K., Kowalski, K., & Brown, R. D. (2002). Preschool teachers’ use of assessments and curricula: A statewide examination. Exceptional Children, 69(1), 109–123. https://doi.org/10.1177/001440290206900108 DOI: https://doi.org/10.1177/001440290206900108
Pyle, A., & DeLuca, C. (2017). Assessment in play-based kindergarten classrooms: An empirical study of teacher perspectives and practices. The Journal of Educational Research, 110(5), 457-466. https://doi.org/10.1080/00220671.2015.1118005 DOI: https://doi.org/10.1080/00220671.2015.1118005
Riley, K., Miller, G. E. ve Sorenson, C. (2016). Early childhood authentic and performance-based assessment. In A. Garro (Ed.), Early Childhood Assessment in School and Clinical Child Psychology (pp. 95-117). Springer. DOI: https://doi.org/10.1007/978-1-4939-6349-2_5
Rochanah, L. (2021). Initiating a meaningful assessment of early childhood development during the Covid-19 pandemic. Journal of Childhood Development, 1(2), 78-87. https://doi.org/10.25217/jcd.v1i2.1828 DOI: https://doi.org/10.25217/jcd.v1i2.1828
Sher, A. (2009). Assessing the relationship of student-instructor and student-student interaction to student learning and satisfaction in Web-based Online Learning Environment. Journal of Interactive Online Learning, 8(2), 102–120.
Sillat, L. H., Tammets, K., & Laanpere, M. (2021). Digital competence assessment methods in higher education: A systematic literature review. Education Sciences, 11(8), 402. https://doi.org/10.3390/educsci11080402 DOI: https://doi.org/10.3390/educsci11080402
Su, J., & Yang, W. (2024). Digital competence in early childhood education: A systematic review. Education and information technologies, 29(4), 4885-4933. https://doi.org/10.1007/s10639-023-11972-6 DOI: https://doi.org/10.1007/s10639-023-11972-6
Taner, G. (2005). A study about the point of views of the teachers on the issue of the techniques of individual identification and practising it in pre-education classes [Unpublished master’s thesis]. Selçuk University.
Vazquez Nuttall, E. Nuttall‐Vazquez K., & Hampel, A. (1999). Introduction in: E. Vazquez Nuttall, I. Romero & J. Kalesnik (Eds) Assessing and screening preschoolers: Psychological and educational dimensions. Allyn & Bacon.
Widat, F., Saleha, L., Zainiyah, A., & Aisyah, S. N. (2022). The "Aku Bisa" Program; Efforts to Train Early Childhood Independence. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6(4), 3218-3231. https://doi.org/10.31004/obsesi.v6i4.2067 DOI: https://doi.org/10.31004/obsesi.v6i4.2067
Yıldırım, A., & Şimşek, H. (2021). Qualitative research methods in the social sciences. Seçkin Publications.
Yılmaz Topuz, G. Y., & Kaya, Ö. M. E. (2016). The opinions of the pre-school teachers about the works conducted for identification and assessment of children. Anadolu Journal of Educational Sciences International, 6(1), 27–62. https://doi.org/10.18039/ajesi.11365 DOI: https://doi.org/10.18039/ajesi.11365
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Journal of Qualitative Research in Education
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.