Analysis on Difficulties of Early Childhood Teachers in Assessing Early Childhood Development

S. Rahmat, Fransiskus De Gomes, Ignasius R. Bora, E. Tari
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Abstract

. Teachers often have difficulty in assessing early childhood development because the assessment aspects are too complex and abstract. This fact was experienced by early childhood education teachers in Boleng Subdistrict, West Manggarai Regency, NTT. Therefore, this study aims to find and describe the type of teacher’s difficulties and their causative factors in assessing early childhood development. Researchers using qualitative methods with research subjects of those teachers in Boleng Subdistrict. The data collection techniques used in this study are questionnaires and document studies. Data analysis using model techniques developed by Miles and Huberman. The results of this study found out four categories of difficulty of teachers in assessing aspects of early childhood development, namely: teachers are less able to make planning assessments of early childhood development appropriately and correctly; teachers are less able to record or collect comprehensive child development data; teachers do not perform data processing and measurement of results continuously and are not based on complete data; teachers’ reports of early childhood development assessment results made in the form of descriptions, making it difficult to understand the trends of children's development all the time. Meanwhile, the factors that make teachers having difficulties in assessing early childhood development are the pedagogical competences of teachers, the academic qualifications of teachers who are not in accordance with the professional guidance of early childhood education teachers, and the lack of fighting power of teachers in developing their competencies.
幼儿教师评估幼儿发展的困难分析
. 教师在评估幼儿发展方面往往有困难,因为评估方面过于复杂和抽象。这是NTT西曼加莱县博棱街道的幼儿教育教师所经历的事实。因此,本研究旨在发现并描述教师在评估幼儿发展时所遇到的困难类型及其成因。研究人员采用定性研究方法,以博棱街道中学教师为研究对象。本研究采用问卷调查和文献研究两种数据收集方法。使用Miles和Huberman开发的模型技术进行数据分析。本研究结果发现教师在幼儿发展评估方面存在四类困难,即:教师对幼儿发展进行规划评估的能力较差;教师记录或收集全面儿童发展数据的能力较差;教师没有持续地进行数据处理和测量结果,也没有基于完整的数据;教师对儿童早期发展评估结果的报告以描述的形式进行,难以随时了解儿童的发展趋势。同时,教师在评估幼儿发展方面存在困难的因素有教师的教学能力、教师的学历与幼儿教育教师的专业指导不相符合、教师在能力发展方面缺乏战斗力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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