Evaluation of Learning in the Period of Early Education
At all levels of education, learning assessment is generally considered to be an essential part of teachers' work. For early childhood educators, ie those who work with children from birth to age six, there are special considerations that stem from the characteristics of those trained and the nature of early learning. This paper reviews research on the formative assessment of early learning and development. In this way, important theoretical constructs related to early learning are explored and research on key aspects of early childhood learning is synthesized. We discuss the methods that are most useful for painting a richer picture of early learning and development. Some of the challenges inherent in formative assessment in early childhood are also highlighted and discussed.
Anning, A., Cullen, J., & Fleer, M. (2009). Early childhood education: Society and culture. Sage Publications.
Athey, C. (1990). Extending Thought in Young Children: A Parent Teacher Partnership. Paul Chapman Publishing
Berk, L., & Winsler, A. (1995). Schaffolding Children’s Learning: Vygotsky and Early Childhood Education. NAEYC.
Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, 5(1), http://dx.doi.org/10.1080/0969595980050102
Blenkin, G. M., & Kelly, A. V. (Eds.). (1996). Early Childhood Education: A Developmental Curriculum. (2nd ed.). Paul Chapman Educational Publishing.
Bowman, B. T., Donovan, M. S., & Burns, M. S. (Eds.). (2001). Eager to learn: Educating our preschoolers. National Academy Press.
Bronfenbrenner, U. (1979). Contexts of child rearing: Problems and prospects. American psychologist, 34(10), 844.
Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Theoretical models of human development (pp. 993–1028). John Wiley & Sons Inc.
Bruner, J. (1996). The culture of education. Harvard University Press.
Carr, M. (2001). Assessment in Early Childhood Settings: Learning Stories. SAGE Publications Ltd
Clipa, O. & Mata, L. (2020). European educational policies on teacher training for early childhood education. In M. Oliinyk, O. Clipa, M. Stawiak-Ososińska (eds.), Trends and prospects of the educational system and educators professional training development (pp. 15-27). Lumen Media Publishing.
Drummond, M. (1993). Assessing Children’s Learning. David Fulton Publishers.
Engestrom, Y., Miettinen, R., & Punamaki, R. L. (1999) Perspectives on Activity Theory. Cambridge University Press. https://doi.org/10.1017/CBO9780511812774
Gipps, C. (1994). Beyond testing: Towards a theory of educational assessment. Falmer Press.
Issacs, S. (1930). Intellectual growth in young children. Routledge.
Lindahl, M., & Pramling Samuelsson, I. (2002). Imitation and Variation: Reflections on toddlers' strategies for learning, Scandinavian Journal of Educational Research, 46(1), 25-45, http://doi.org/10.1080/00313830120115598
Lunt, I. (2000) The practice of assessment. In H. Daniels (Ed.) Educational activity after Vygotsky (pp. 145-170). Routledge.
Meisels, S. J. (1999). Assessing readiness. In Pianta, R. C. & Cox, M. (Eds.), The transition to kindergarten: Research, policy, training, and practice (pp. 39–66). Paul H. Brookes.
Nutbrown, C. (1999). Threads of Thinking: Young Children Learning and the Role of Early Education. SAGE.
Parker-Rees, R. (2007). Liking to be liked: Imitation, familiarity and pedagogy in the first years of life. Early Years: Journal of International Research & Development, 27(1), 3-17.
Puckett, M. B., & Black, J. K. (2000). Authentic assessment of the young child: Celebrating development and learning. Prentice-Hall Order Processing Center
Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. Oxford University Press.
Rogoff, B. (1998). Cognition as a collaborative process. In W. Damon (Ed.), Handbook of child psychology: Vol. 2. Cognition, perception, and language (pp. 679–744). John Wiley & Sons Inc.
Shepard, L., Kagan, S., & Wurtz, E. (Eds.). (1998). Principles and recommendations for early childhood assessments. National Education Goals Panel. https://govinfo.library.unt.edu/negp/reports/prinrec.pdf
Siraj-Blatchford, I. (2009). Conceptualising progression in the pedagogy of play and sustained shared thinking in early childhood education: A Vygotskian perspective. Educational and Child Psychology, 26(2), 77-89. https://ro.uow.edu.au/sspapers/1224/
Smith, A. (1999). Quality childcare and joint attention. International Journal of Early Years Education, 7(1), 8598.
Torrance, H. (2001). Assessment for learning: Developing formative assessment in the classroom. Education, 29(3), 26-32. https://doi.org/10.1080/03004270185200331
Trevarthen, C. (2002). Learning in companionship: Education in the North. The Journal of Scottish Education, 10, 16-25.
Vygotsky, L. (1978). Mind in society. Harvard University Press.
Wells, G. (1986). The meaning makers. Hodder and Stoughton.
Wood, D. 1998. How children think and learn: The social context of cognitive development. Blackwell.
Copyright (c) 2021 LUMEN Proceedings
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Selection and peer-review under responsibility of the Organizing Committee of the conference.
This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 4.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited