Rethinking Assessment in Early Childhood Education

When we think of “assessment,” the immediate associations are often grades, percentages, and scores. Assessing individuals’ knowledge, skills, and attitudes in a quantifiable manner has been a longstanding practice to gauge a learner’s progress toward program goals. A fair assessment in Early Childhood Education is even more critical. However, for young children up to the age of 6, a standalone quantifiable approach may not fully capture their learning and overall development.

While global and national benchmarks exist for assessing young children, do they truly capture their development?

Who are the key stakeholders in this assessment?

Are we equipped to assess?

These questions require thoughtful deliberation. Many preschools have adopted sophisticated tools to assess children’s learning, focusing on their progress toward developmental and educational goals. These practices have proven effective over generations and continue to adapt to the changing learner profile. In this article, we will delve deeper into the observation, documentation, and assessment of young learners’ progress, exploring additional aspects to enhance the assessment process and better support our young learners.

Early Years Matter!

The first 2000 days of a child’s life are crucial, as approximately 85% of brain development occurs during this period. Sensory experiences, stimulation, and language exposure play vital roles in developing neural connections and helping children understand the world around them. The brain develops through an “experience-dependent” process, where experiences activate specific pathways, organizing the brain’s structure and laying the foundation for future development and behaviour. The principle here is “Use it or lose it“! Therefore, providing enriching experiences and a supportive environment during these formative years is vital for a child’s lifelong learning and development.

Child as a ‘Whole’ Approach for Assessment in Early Childhood Education

In the early years of education, our focus extends beyond mere ‘learning.’ We embrace a holistic approach that encompasses the physical, social, emotional, and cognitive dimensions of a child’s overall development. To unlock their full potential, children require an integrated environment that nurtures both their learning and care needs essential for their overall growth.

While assessing a child’s overall development, we often refer to age-appropriate ‘Developmental Milestones,’ which serve as standard guidelines established after numerous studies and research done by medical practitioners, clinical psychologists and educators. These guidelines are advocated by global bodies such as the WHO or CDC. These milestones represent specific abilities that children typically achieve by certain ages, indicating healthy growth and development. The various domains of development—physical, social, emotional, and cognitive—are interconnected. Progress in one area can influence and be influenced by progress in others. Therefore, any delays or deficits in these domains should be closely monitored and addressed to ensure that a child’s development remains on track. These delays are often flagged as “Red Flags,” indicating the need for immediate “early intervention.”

Assessment Through Observation is the Key

Children learn all the time! While there could be a comprehensive and sophisticated tracker adapted from the global guidelines, it is extremely important to first curate the age-appropriate experiences and then observe the child while the child is living those experiences. In any structured learning environment, the educators are trained to observe children at all times like –

• Routine Observations

-Daily activities, mood, involvement in the activities, meals, nap, etc.

• Structured/Unstructured Observations

– Focus on the specific learning outcomes in line with the concepts covered

• Integrated Observation

– Is the child able to connect learning from various domains, build upon the existing knowledge, and translate it to the real world.

Transition to Less Structured Environments

Children learn through repetitive play and respond better to familiar environments. Hence, consistency between school and home environments, especially in play experiences, is vital. For example, a shift from an all-play environment at school to a no-play environment at home in the evening or over the weekends can confuse a growing child’s mind.

Therefore, parental involvement in creating similar play experiences at home can optimize their cognitive and physical development. While parents play an integral role in ‘Play”, they also observe their child growing daily. Their timely observations can contribute significantly to ensuring that the child meets the requisite developmental milestones. Acknowledging delays and seeking professional help are equally important. For example, a common misconception is that if a child hasn’t started speaking by a certain age it’s okay to wait. We often hear this- “I started speaking after I turned 4, so if my child has still not started speaking, let’s wait until they turn 4.” While we may not be experts, timely consulting a developmental pediatrician can help address any underlying concerns.

Family Engagement is Essential for a Fair Assessment in Early Childhood

Raising a child, truly takes a village. In today’s context, this village comprises the child’s school or daycare and the immediate family. It is crucial for the school to actively involve parents in every step of their child’s developmental journey. Similarly, it is equally important for parents and families to actively participate as partners in this journey.

Your child is the center of your universe. Hence, both schools and parents must work together to ensure their well-being and development. Schools must ensure that parents are well-informed about what is happening inside the learning environment. Not only in terms of academics, but also how their child is interacting with peers and adults. Parents should also be informed about new skills their child has learned and may require support in practicing. A formal observation method should be in place to allow families to share their observations of their child’s overall development as part of the documentation process at schools. The ‘Progress Report’ should reflect the inputs shared by the parents.

The New Education Policy recognizes this contribution for the older age group. However, it is extremely critical for younger age groups as well. In ECE, when we consider the holistic development of a child, it not only involves providing holistic experiences but also observing holistically. The collaboration between schools and parents can significantly benefit the child’s overall development

Final Word

In an ideal scenario, there should be synchronization in the observations shared by the school, parents, and the child’s pediatrician. Today, our systems are not be fully evolved in this regard. However, schools and parents can take small steps in this direction to enhance the child’s development. In conclusion, enhancing assessment practices in ECE requires a holistic and collaborative approach. By incorporating observation, family engagement, and a focus on holistic development, we can better support our young learners. It will also ensure holistic support for them to reach their full potential.