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

Published online by Cambridge University Press:  04 November 2020

Yuriko Kishida Open the ORCID record for Yuriko Kishida [Opens in a new window] ,
Mark Carter  and
Coral Kemp
Yuriko Kishida*
Affiliation:
Macquarie University, Australia Telethon Speech & Hearing Ltd, Australia Telethon Kids Institute, Australia
Mark Carter
Affiliation:
Macquarie University, Australia
Coral Kemp
Affiliation:
Macquarie University, Australia
*
*Corresponding author. Email: [email protected]
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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.

Keywords

data collectiondata useearly childhoodchildren with disabilities/additional needsinclusion
Type
Original Articles
Information
Australasian Journal of Special and Inclusive Education , Volume 45 , Issue 1 , July 2021 , pp. 34 - 48
Copyright
© The Author(s) 2020

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Footnotes

†

This manuscript was accepted under the Editorship of Michael Arthur-Kelly.

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