Use of Data and Research-based Knowledge in Early Childhood Education and Care

The study investigates how research-based knowledge is used by Danish kindergarten staff to support evaluation and improvement of pedagogical practice. The researcher studies what type of research-based knowledge is available in kindergartens, and how employees experience both access to and application of this knowledge. The purpose is to understand which factors can promote or hinder a meaningful implementation of research in the pedagogical work.

The results show that there is great variation in the use of and access to research-based knowledge among employees in the kindergartens that are part if this study. Some kindergartens integrated these forms of knowledge into their practice and found that this contributed to targeted reflection and better educational quality. Others benefited less, often due to limited access to comprehensible data and challenges related to practical application. Kindergartens where the management facilitated the use of data and research had a more positive experience regarding its usefulness and impact on practice. The study concludes that developing an evaluation culture that includes research-informed improvements requires structures, expertise and clear managerial efforts to ensure a meaningful use of knowledge that supports the children’s well-being and development.

The data consist of semi-structured group interviews with a total of 33 kindergarten employees, divided into 21 kindergarten teachers and assistants and 12 coordinators, from six different kindergartens. A total of 12 interviews were conducted. The interviews focused on how kindergartens apply research-based knowledge in their practice, and placed particular emphasis on topics such as access to data, practical application and experiences of research-based practice.

Hansen, L. S. (2023). Use of Data and Research-based Knowledge in Early Childhood Education and Care. I Quality in Early Childhood Education and Care through Leadership and Organizational Learning: Organizational and Professional Development (s. 93–112). Cham: Springer International Publishing.