Detecting and promoting a 0-6 perspective for the providers of educational services for children: developing an instrument

Abstract This article is focused on a research project part of large survey concerning contextual formative evaluation, and it is one of the studies carried out by the pedagogical research group of the University of Pavia (Italy). The research concerns the elaboration of indicators able to support forms of reflexive self-assesment for preschool educators, considered from a continuity perspective (0-6) in order to promote an integration between early childhood services. The main result is methodological: the developing of the tool described in this article. The future steps of the study will evaluate how this tool can affect the professional development of early childhood teachers. Therefore, the theoretical references, the methodology, and the steps that led to the processing of the tool are presented. Finally, the first results of a research in progress are proposed.

摘要：本研究为一项大型情境化形成性评估调查的子项目，由意大利帕维亚大学（University of Pavia）教育学研究团队负责实施。本研究聚焦于构建可支撑幼儿教育工作者开展反思性自我评估的指标体系，采用0-6岁连续性视角，旨在推动幼儿早期服务机构间的融合协作。本研究的核心成果为方法论层面的工具开发，即本文所详述的评估工具。本研究后续将评估该工具对幼儿教师专业发展的实际影响。据此，本文系统梳理了本研究依托的理论基础、研究方法及该工具的开发流程。最后，本文呈现了本研究当前进展中的初步成果。