Abstract:
Improving the quality of Early Childhood Education and Care (ECEC) practice is a key focus in Australia. Recent policy recommendations emphasise supporting ECEC practitioners through professional learning and improving the translation between research and practice. The appropriate use of research in ECEC involves considering other evidence within its specific context, requiring individual, organisational, and system-level enablers. However, research on evidence use has been predominantly conducted in formal (P-12) school settings, with limited studies in ECEC settings, and fewer examining different practitioners’ perspectives.
ECEC settings vary widely, from single kindergartens to multi-room long day services. Roles within these services range from bachelor-qualified kindergarten teachers to certificate or diploma-qualified educators, and various leadership positions. This presentation reports on a PhD research project aimed to understand ECEC kindergarten practitioners’ use of evidence through a case study design, focusing on one specific setting. Early findings suggest the case study could provide a baseline for comparison and a provocation for further discussion and research.
The study used a purposive sampling approach in a long day care setting in North Melbourne, known for using research evidence. The sample included several kindergarten teachers and other ECEC practitioners. A Bourdieusian case-study methodology was employed to gain a deep understanding of practitioner perspectives and included a review of the literature to understand expectations for evidence use in ECEC practice. The case study was bounded by the kindergarten rooms in the long-day care center, with 17 practitioners (nine co-educators, four teachers, and four leaders) participating. Data was collected through semi-structured interviews, artifact collection, and observation notes, and analysed thematically using Bourdieusian concepts of field, habitus, and capital.
The ECEC practitioners described using various types of evidence from different sources, including children, families, researchers, and industry experts. They described evidence use as aligning closely with their planning cycle, with different types of evidence serving specific purposes. These purposes varied between roles. While many practitioners felt supported in using evidence, challenges varied between practitioner groups. Teachers felt well supported in this setting and valued co-educators' insights, whereas co-educators desired more effective use of evidence, feeling less confident and lacking time and opportunity to engage with research evidence. Leaders were constrained by governance considerations.
Understanding evidence use in diverse ECEC settings requires acknowledging the specific context and roles of ECEC practitioners. Supporting ECEC teachers to use research evidence in practice involves also supporting co-educators and leaders.
ECEC settings vary widely, from single kindergartens to multi-room long day services. Roles within these services range from bachelor-qualified kindergarten teachers to certificate or diploma-qualified educators, and various leadership positions. This presentation reports on a PhD research project aimed to understand ECEC kindergarten practitioners’ use of evidence through a case study design, focusing on one specific setting. Early findings suggest the case study could provide a baseline for comparison and a provocation for further discussion and research.
The study used a purposive sampling approach in a long day care setting in North Melbourne, known for using research evidence. The sample included several kindergarten teachers and other ECEC practitioners. A Bourdieusian case-study methodology was employed to gain a deep understanding of practitioner perspectives and included a review of the literature to understand expectations for evidence use in ECEC practice. The case study was bounded by the kindergarten rooms in the long-day care center, with 17 practitioners (nine co-educators, four teachers, and four leaders) participating. Data was collected through semi-structured interviews, artifact collection, and observation notes, and analysed thematically using Bourdieusian concepts of field, habitus, and capital.
The ECEC practitioners described using various types of evidence from different sources, including children, families, researchers, and industry experts. They described evidence use as aligning closely with their planning cycle, with different types of evidence serving specific purposes. These purposes varied between roles. While many practitioners felt supported in using evidence, challenges varied between practitioner groups. Teachers felt well supported in this setting and valued co-educators' insights, whereas co-educators desired more effective use of evidence, feeling less confident and lacking time and opportunity to engage with research evidence. Leaders were constrained by governance considerations.
Understanding evidence use in diverse ECEC settings requires acknowledging the specific context and roles of ECEC practitioners. Supporting ECEC teachers to use research evidence in practice involves also supporting co-educators and leaders.