Evaluating the Impact of Data Visualization Professional Development on Early Childhood Educators

Abstract

Many early childhood educators (ECE) lack confidence in using data visualization for classroom analysis, despite its effectiveness in making information accessible to young learners. This study examined whether a one-hour online professional development (PD) session could improve data visualization knowledge, self-efficacy, and implementation intentions among approximately 100 ECE participants. Using a pre-post quasi-experimental design with mixed methods, findings revealed a notable paradox, while technical knowledge remained stable, educators’ self-efficacy and implementation intentions increased significantly. Qualitative responses showed that educators view data visualization as a tool for inclusion that supports diverse learning styles and creates opportunities for all children to participate in mathematical thinking. This study aligns with the Texas Prekindergarten Guidelines (2022) and addresses the need for accessible, scalable PD for the Texas ECE workforce.