'I'm Learning How to Do It': Reflecting on the Implementation of a New Assessment Tool in an Australian Early Childhood

Autor/inn/en	Keary, Anne; Garvis, Susanne; Zheng, Haoran; Walsh, Lucas
Titel	'I'm Learning How to Do It': Reflecting on the Implementation of a New Assessment Tool in an Australian Early Childhood
Quelle	In: International Journal of Inclusive Education, 26 (2022) 13, S.1274-1288 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Keary, Anne) ORCID (Garvis, Susanne) ORCID (Zheng, Haoran) ORCID (Walsh, Lucas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2020.1803428
Schlagwörter	Foreign Countries; Early Childhood Education; Evaluation Methods; Inclusion; Kindergarten; Labeling (of Persons); Educational Diagnosis; At Risk Students; Social Justice; Early Intervention; Young Children; Australia + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Inklusion; Labeling-Ansatz; Pedagogical diagnostics; Pädagogische Diagnostik; Soziale Gerechtigkeit; Frühe Kindheit; Australien
Abstract	The role of early childhood education and care (ECEC) is to support the learning and development of children in collaboration with families. The notion of inclusion in ECEC provides children with a sense of agency in becoming a learner able to participate fully and actively in their community. This paper illustrates how ECEC assessment approaches risk labelling young children in 'deficit' terms. The paper through a case study critically reflects on the implementation of a new assessment tool in kindergartens in the south-eastern region of Melbourne, Australia (low-middle income). Interviews were conducted with managers about the new tool, and documents (checklists and observations) were collected from the teachers. Findings show that the children were positioned as vulnerable with the introduction of the new assessment tool, leading to a diagnosis of 'at risk' for many children and a subsequent referral to education consultants, and health professionals. We explore the tensions of labelling young children, 'at risk' against the notion of 'becoming' that frames the Early Years Learning Framework for Australia (Department of Education and Training 2019) and professional understandings of 'inclusion'. The work of Nancy Fraser on 'social justice' augments the examination of this tension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01