Cross-thematic Curriculum Framework for Kindergartens: Teachers’ Perceptions about Assessment

By Irene Sivropoulou, Argyris Kyridis and Georgia Stephanou.

Published by The International Journal of Early Childhood Learning

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Evaluation constitutes an integral part of the learning process, and it seeks to improve the education provided. It makes evident children’s knowledge, skills and interests, describes their progress in specific learning goals, and documents their development in time. When the assessment well applies, it becomes a powerful contributor to the kindergarten teachers’ effectiveness, reinforces children’s learning and constitutes the keystone of meaningful discussion between families and kindergarten teachers. The present study aimed to examine kindergarten teachers’ perceptions about the assessment, which is described in the “Cross-thematic Curriculum Framework for Kindergarten,” with respect to its aim, implementation, process and techniques (mainly, portfolio). A total of 284 kindergarten teachers participated in this research, who, randomly, came from the region of Western Macedonia of Greece. The results revealed that assessment is not a simple formal process. While kindergarten teachers were aware of the pedagogical benefits of the application of the assessment in Kindergarten, they were not aware of applying it effectively, particularly the portfolio technique. Also, teaching experience, and pro and on-service training had significant effects on the observed findings.

Keywords: Assessment, Cross-thematic Curriculum, Kindergarten, Teachers’ Perceptions

The International Journal of Early Childhood Learning, Volume 19, Issue 1, pp.13-28. Article: Print (Spiral Bound). Article: Electronic (PDF File; 243.098KB).

Prof. Irene Sivropoulou

Assistant Professor, Department of Early Childhood Education, University of Western Macedonia, Greece

Irini Sivropoulou is assistant professor at the Department of Early Childhood Education, UOWM. She has taught early childhood education and teaching methodology at undergraduate and postgraduate level as well as in teacher training programmes. Early childhood education curricula, teaching picture story books, sociodramatic play and developmental skills are among her research interests.

Prof Argyris Kyridis

Full Professor, Department of Early Childhood Education, University of Western Macedonia, Greece

Argyris Kyridis is Professor at the department of Early Childhood Education, UOWM. He has taught Educational Sociology in several departments at the Universities of Western Macedonia and Athens both at undergraduate and postgraduate level. Sociology of Education, Culture, Nationalism and New Technologies are among his research interests.

Dr. Georgia Stephanou

Assistant Professor, Department of Early Childhood Education, University of Western Macedonia, Thessaloniki, Greece

Georgia Stephanou is assistant professor in Cognitive Psychology in the University of Western Macedonia, Greece. She has taught cognitive psychology and related subjects in several institutes both at undergraduate and postgraduate level. She received her Master and Ph.D. degrees from the University of Manchester, U.K. Her research/teaching interests focus on the cognitive, emotional and, recently, metacognitive factors that are related to academic achievement, on the interpersonal relationships within school and family, and on individual’s career development.