This article presents the results of a first validation of the PraDISI teaching practices observational tool, developed for Italian kindergarten teachers. From a methodological point of view, the PraDISI aims at evaluating the educational practices devoted to support children competences development and, at the same time, it aims at promoting teachers’ professional development. According to the DAP’s studies (Developmentally Appropriate Practice), the PraDISI highlights the importance of carefully designed educational practices to respond to the developmental needs of children aged from three to six years old. It also provides teachers with an opportunity to monitor these practices at different levels, both in terms of self-evaluation and as external evaluation (peer-evaluation or with external observers), in order to enhance the quality of learning environments. In a formative assessment perspective, the PraDISI can also promote analysis and interpretation processes, collective reflections among teachers and teachers’ professional development. In the article, the first results of PraDISI Scale validation, carried out on a sample of 42 kindergarten teachers of the Municipality of Bologna (Italy), are discussed, with a specific focus on its possible improvements.
Keywords: Teachers’ observation, formative assessment, kindergarten, teaching practices, teacher education.