Data Literacy in Early Childhood Education: A Research Synthesis

• In Event: Deepening Our Understanding of Teacher Data Use: Antecedents, Forms, and Supports

Abstract

The authors conducted a systematic review of research on assessment and data use practices of early childhood educators to understand their pedagogical data literacy needs and skills. A search of databases yielded 68 peer-reviewed empirical articles on assessment and data use. We systematically recorded evidence of data use in the articles. Our analysis showed standardized assessments, observations, and student work samples were important data sources. Early childhood educators use data for various purposes including monitoring children’s learning and informing further instruction; communicating with parents; and identifying students for special services. Our findings illustrate the diverse sources and purposes of data use in this domain that can expand the prevalent notions of data use in the K-12 context.

Authors

• Sehyun Yun, George Mason University

• Divya Varier, George Mason University