Equity Considerations When Collecting Data
Collecting data from families: are we being sensitive?
Family is considered the first teacher of a child, playing a crucial role in healthy development of children, their learning and sense of belonging. They also have rights to be involved in and make decisions for their children’s learning. Therefore, it is important to collect as much data as possible to inform planning and learning.
Some parents are easier to approach and talk to than others, unfortunately; and sadly sometimes, complaints around the issue can be heard. It can be a cultural assumption such as “the child might be spoiled at home because he is from…”; it might be the comments about seeing parents as “It is hard to talk to them”, or “They’re not very supportive”.
Maybe it is time for us to stop and rethink how we approach families to exchange information, and before we comment or judge, ask ourselves why things happen the way they do. Are we being sensitive of their cultural and educational background?
Taking children’s picture: who gives permission?
In early childhood settings, we ask consent from families or carers for a lot (or most) of the things we do on a daily basis. Many educators ask children permission to respect children’s right, such as “can I change your nappy?”, or “would you like me to help you wash your hands?”.
What about taking children’s photos?
Snapshots, or photographs are one of the most common ways to collect data and document children’s learning. We all have parents’ or carers’ official signed permission for taking and using children’s photos, which is essential, but we should consider children’s agency as well. The issue might be overlooked sometimes because of the power imbalance between adults and children. When asking permission of children, we show them how they are respected, how to respect others and encourage their autonomy. This should be applied to not only taking photos, but uploading, sharing and displaying their photos in any platforms, either physical or digital.
Role of educators
As educators, working collaboratively with families and children is essential. It is highlighted in one of the Principles in VEYLF, Partnership with Families and National Quality Standard, Quality Area 6. Respect children and families by considering equity issues is also aligned with ECA’s Code of Ethics as we are being ethically thinking about everyday actions and decision making, and responding with respect to all concerned.
This blog does not give educators solutions for these equity issues, but raises considerations and questions for reflection instead.
Get rid of cultural assumptions and be sensitive
Cultural assumptions have potential to increase inequities in practices, therefore, educators should approach families with an open and willing-to-learn lens. The attitude and manner when approaching families is the core to building respectful and trusting relationships.
When collecting data from families, it is essential to be culturally sensitive and inclusive. Some families might believe that the education system is better here than where they are from, so they have nothing valuable to contribute. Some families are too busy with their life and have no time to stay to talk about the day. Some people have concerns about confidentiality and anonymity when sharing information. There is also a need of consideration when collecting data from families who do not speak English as the first language or have low level of literacy.
Therefore, when collecting data directly from parents, educators should consider
- Context: be sensitive about the context when you verbally communicate with parents, if they are in hurry or if it is comfortable for them to speak English.
- Method: there are different ways to gather data from parents, such as questionnaires, surveys, formal meetings, informal conversations. Be sensitive of which is appropriate.
It requires many considerations, but as long as educators get to know the families, be inclusive and respectful, be professional and regularly reflect on practices, we can all provide families and children equity.
Ask for consent and include children’s voices
We do not want to interrupt children’s learning to ask for permission every time we want to take their photos. We still do as we should if it is reasonable to do so but we should have regular discussions with children about the purpose and use of their photographs, helping children to understand that the photos are to be shared not only with their family but also other parents and children in the services; sometimes their photos appear on social media as well where the audience cannot be controlled. This may lead to the heavier topic about social media which might be difficult for young children to understand, I believe that they should be informed. Most children love looking at their photos but on the other hand there are children who will stop what they are doing and move away if they see the camera. Clearly, children have awareness and understanding and are able to give permission. We need to help children understand that it is their right to not give consent even if their parents or carers already did.
Besides role-modeling asking for permission, we can prompt a request for consent if they want to take photos of their peers when they use cameras for learning, and how to respond to different situations.
The early discussion with young people also forms a foundation of understanding of their rights and responsibilities, in daily interaction with people, and especially in respectful social media interaction later in their life.
This can be extended to other questions: How do we help children to show us that they do not want to give consent, verbally and nonverbally? What kind of non-verbal cues they can use? How do we discuss this issue with younger children?
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