Understanding Educator Positionality in Assessment of Kindergarten Children’s Development

• In Event: Saturday Roundtable Session 1:15 pm
  In Roundtable Session: Decolonizing Teaching and Learning in the Early Years (Table 7)

Abstract

Race-related data are not routinely included in the Canadian kindergarten teacher reported Early Development Instrument (EDI) data collection even though they could be leveraged to inform provision of supports for racialized students, educators, and systems. We conducted four exploratory focus groups with educators (kindergarten teachers and designated early childhood educators) from a school district in Ontario, Canada to gather an understanding of teacher perceptions of EDI assessment items in the context of children's race, gender, and family status and teacher positionality. The major themes identified were: 1) teacher-child-family relationships; 2) intersections of social identity; 3) systemic biases and preconceived expectations; 4) teacher reflections on feelings, attitudes, and circumstances; and 5) teacher training, education, and administrative resources.

Authors

• Natalie Spadafora, McMaster University

• Magdalena Janus, McMaster University

• Rita Jezrawi, McMaster University

• Stefanie De Jesus, Toronto District School Board

• David Hagen Cameron, Toronto District School Board