Når testning griber ind i pædagogikken.

The study examines testing and assessment of children's skills and personalities in a Danish ECEC setting on the basis of the following questions: How does the increased focus on testing children impact the pedagogical work with children and the relationship between children and adults?

Overall, the study shows that the increased focus on testing children at ECEC centres has various consequences: Testing has an impact on pedagogical practices and steers focus away from former pedagogical ideals and values. Principles such as acknowledgement, 'the whole child' approach and focus on the child's interests are not compatible with a focus on testing and assessing. According to the author, there is also a risk of developing a narrow perception of what constitutes a normal child. Finally, the study shows that the increasing use of testing children at ECEC centres does not serve the needs of the staff, but rather a bureaucratic need to control ECEC. According to the author, this does not mean that leaders cannot use testing to improve professional competences. However, the author points out that improving professional competences will have to rely on more than testing and assessment, i.e. a critical professional analysis of pedagogical impacts of such practices and materials.

The study builds on previous data consisting of telephone interviews with 53 ECEC centre leaders and subsequent case studies with three ECEC centres, including video footage and qualitative interviews. The study interpreted the data material on the basis of an understanding that testing and assessment practices regulate ECEC practices and the relationships between children and adults.

Gitz-Johansen, T. (2015). Når testning griber ind i pædagogikken. Pædagogisk Psykologisk Tidsskrift 3, 44-62.