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Understanding Educator Perceptions in Assessment of Kindergarten Children's Development
Natalie Spadafora1, Rita Jezrawi1, Stefanie De Jesus2
1Offord Centre for Child Studies, Department of Psychiatry and Behavioural Neurosciences, McMaster University, 1280 Main St W, Hamilton, ON L8S 4K1 Canada.
Early Childhood Education Journal
|January 26, 2026
Summary
Canadian kindergarten teachers
Area of Science:
- Early childhood education
- Educational psychology
- Sociology of education
Background:
- Race-related data are not routinely collected in Canadian kindergarten Early Development Instrument (EDI) data collection.
- Collecting race-related data could inform support provisions for students and educators.
- Understanding teacher perceptions is crucial for effective EDI implementation.
Purpose of the Study:
- To explore kindergarten teacher perceptions of assessing Early Development Instrument (EDI) items.
- To examine how children's race, gender, and family status influence teacher assessments.
- To understand the role of teacher positionality in educational assessments.
Main Methods:
- Conducted four focus groups with kindergarten teachers and early childhood educators in Ontario, Canada.
- Explored themes related to social identity, systemic biases, educator reflections, teacher-child-family relationships, and training.
- Utilized qualitative data analysis to identify major themes.
Main Results:
- Educator assessments are influenced by perceptions of their own and their students' social identities.
- Identified themes include intersections of social identity, systemic biases, educator feelings, teacher-child-family relationships, and training needs.
- Teacher positionality and preconceived expectations impact assessment processes.
Conclusions:
- Educator assessment of the Early Development Instrument (EDI) can be influenced by their perceptions of social identity.
- Addressing systemic biases and providing adequate training can mitigate potential assessment biases.
- Further research into teacher training and administrative resources is recommended to enhance equitable assessment practices.
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