Long considered a best practice, early childhood educators are now strongly encouraged, if not mandated, to collect and use data to inform instructional practices. However, the methods, processes, and abilities of educators surrounding ongoing data collection and use are largely unknown. Also, there is little evidence on how best to prepare educators to incorporate data use into instructional practices, or the amounts and types of training offered to those in the field. The goal of this article is to better understand what ongoing data collection and use looks like in early childhood education and identify how to prepare and support educators in their efforts to improve child outcomes. We first examine the literature surrounding methods of collecting and using data to individualize instruction, and the factors that influence this process in educational settings. We then review instructional continuous data use cycles, to better understand common components across cycles. Last, we present findings from an exploratory survey of early childhood educators, conducted to learn about their data use processes, confidence, and training. Results reveal that, while early childhood educators are using multiple types of data to plan their instruction on a daily or weekly basis, most only receive professional development annually, at a very high-level. Additionally, few received any training via college coursework. Findings point to a need to prepare and support early childhood educators’ in their data collection and use efforts, as this is something they are currently doing frequently, but potentially with limited confidence in their abilities.

长久以来被认为是一种最佳实践，现在强烈鼓励幼儿教育者（如果未得到授权）收集和使用数据来指导教学实践。然而，围绕正在进行的数据收集和使用的教育者的方法，过程和能力在很大程度上是未知的。而且，几乎没有证据表明如何最好地使教育工作者做好将数据使用纳入教学实践的准备，或者如何向实地人员提供培训的数量和类型。本文的目的是更好地了解早期儿童教育中正在进行的数据收集和使用情况，并确定如何准备和支持教育工作者改善孩子的成绩。我们首先研究有关收集和使用数据来个性化指令的方法的文献，以及在教育环境中影响此过程的因素。然后，我们回顾说明性的连续数据使用周期，以更好地理解周期之间的共同组成部分。最后，我们介绍了对幼儿教育者进行的一项探索性调查的结果，旨在了解他们的数据使用过程，信心和培训。结果表明，尽管幼儿教育者每天或每周使用多种类型的数据来计划他们的教学，但是大多数教育者每年仅在非常高的水平上获得专业发展。此外，很少有人通过大学课程获得任何培训。调查结果表明需要准备并支持幼儿教育者的数据收集和使用工作，因为这是他们目前经常做的事情，但对其能力的信心可能有限。