Description
The aim was to explore educator’s use of preparation time to assess the practice and ECE activities; children´s participation, agency,and well-being. Icelandic laws emphasize democratic approach in children’s education (Parliament, 2008), where the planning and
assessment of ECE activities takes place in educators, parents, and children's collaboration. Children’s views can be indicative and
should lead to increased understanding on what is important to them and even lead to changes (Borland et al., 1998; Clark et al.,
2003).2003). Preschool teachers’ professional development is partly seen as evaluation of practice in ECE, involving the organization,
pedagogical practice, and assessment (Alvestad et al. 2015; Gotvasli, 2020). Furthermore, valuing assessment methods, like
documentation, focusing on children’s strengths and agency (Biffi, 2020; Brooker, 2008; Carr, 2014). The data builds on qualitative
methods; interviews with preschool teachers and head teachers in eight preschools in rural areas and the capital. The analysis was
inspired by reflexive thematic analysis as developed by Braun and Clarke (2013). Participants gave their consent and were promised
confidentiality. Pseudonyms were used for the preschools and participants involved in the interviews. The findings show preschool
teachers’ needing to perform multiple and time-consuming assignments in their preparation time. Assessment measures, seeking for
children´s particular skills were frequently used as a main assessment method but more child-friendly methods, like pedagogical
documentation, were barely mentioned. Assessment was seldom conducted in collaboration with assistant educators, families, and
children, even though Icelandic policy suggests this. Therefore, improving the participation of all parties in assessment practices is
necessary.
| Period | 1 Sept 2023 |
|---|---|
| Event title | EEECERA CONFERENCE 2023 |
| Event type | Conference |