Analyzing Assessment Strategies in Early Childhood Education Unit

This report delves into the crucial role of assessment strategies within the early childhood education framework, emphasizing their significance in providing timely information to parents, caregivers, and educators regarding a child's progress. It highlights the importance of continuous observation of children's activities to gauge their achievements, interests, and potential learning difficulties. The report underscores the need for practitioners to assess a child's development from an early age, considering their family and socio-cultural background to identify any special needs or learning challenges. Furthermore, it evaluates how the current framework's assessment process supports children's preparation for school by identifying their strengths and weaknesses, fostering a deeper understanding of their unique needs, and enabling parents and educators to provide tailored support for their overall development and future success. This includes creating detailed profiles and action plans to cater to each child's specific requirements.

Running head: EARLY CHILDHOOD EDUCATION
Early Childhood Education
Name of the Student:
Name of the University:
Author’s Note:

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2.2 identify assessment strategies in relation to the current framework
One of the most important aspects of the early childhood education and care framework is the
assessment strategy.
 This is important for giving proper and timely information to the parents, caregivers,
career practitioners and other such people regarding the progress of the child (Elango et
al. 2015).
 Assessment is also done through the day to day activities performed by the children. The
observer as to make sure that he is observing the children and trying to measure the
achievements and the performance of the students. This process also helps them to learn
about the interests of those children and the difficulties if any that they are facing in the
course of their studies. Conducting the assessments is essential for helping the children in
their grooming process especially in the early years of their education. The teachers at the
play schools must be carrying on some of the other kinds of strategies in relation to the
current framework (McLachlan et al. 2018).
 The teachers or the staffs following the early child education framework have to be
keeping in mind that they have to start assessing the development of the child right from
the early years. Before the child reaches the age of five years, the report about the overall
development of the child has to be prepared and handed over to their parents or to their
caregivers.
 The practitioners have to observe the children properly who are aged between 2 and
3years. They have to check and find out the areas of weakness and strength of the
children. It is very important as it is only this assessment procedure that will help in

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finding out if the children have any special needs or any problem in learning. They will
also be informing the guardians of these children in getting to know about the overall
development of the children (Pianta and Sheridan 2015).
 One important part of the strategy is that the backgrounds of the children both the family
and the socio-cultural aspects have to be examined by these practitioners. For an instance,
if these children have moved places that are changed their setting from one place to
another with the age of 2 or 3 years, then it is likely to have some impacts on the growth
and development of the children.
 So, the practitioners must develop the summary of each of these children and then make
the efforts for their development (Assets.publishing.service.gov.uk 2018).
2.3 evaluate the current framework’s assessment process in supporting children’s
preparation for school.
The strategies that are taken by the practitioners by following the framework support the
needs of the children for their future years. It is a known fact that the development of the
children starts from a very early age. The strategies of the framework are mainly designed for the
purpose of creating proper ways of grooming the children. This framework has a very important
element that of assessment strategies. This method mainly carries on a process of assessment of
the children in a way that would help to gather the information about the needs of children.
It can happen that there are some areas where the children are very sharp and some other areas
where they are weak. This will also vary for different children. It can happen that a child is good

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in swimming, dancing and other co-curricular activities that are played outdoor but he or she
becomes very restless when they are asked to do some academics related work within the
classroom. This might not be known to the parents otherwise and they might force their children
to concentrate on academics. However if the practitioners give them this report, then the parents
will know about this special need of their children and will deal with the entire matter with
patience and care.
The practitioners usually develop a deep interaction with the children at a very early age
and they get to know all the special needs and demands of the children. They also make sure that
they are sharing detailed information with the parents so that they have all the details and can
cater to the needs of the children throughout all the phases of their lives. They will be creating
profiles for each respective child and will create a record for them. This report is very important
for the child’s future grooming and development as it will contain detailed information about all
their special needs and demands. The practitioners will include a detailed one paragraph
summary about the child and will also prepare a targeted action plan to support the needs and
developments of children (Alasuutari et al. 2014).

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Reference
Alasuutari, M., Markström, A. M., & Vallberg-Roth, A. C. (2014). Assessment and
documentation in early childhood education. Routledge.
Assets.publishing.service.gov.uk. (2018). [online] Available at:
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/
file/596629/EYFS_STATUTORY_FRAMEWORK_2017.pdf [Accessed 28 Jun. 2018].
Elango, S., García, J.L., Heckman, J.J. and Hojman, A., 2015. Early childhood education (No.
w21766). National Bureau of Economic Research.
McLachlan, C., Fleer, M. and Edwards, S., 2018. Early childhood curriculum: Planning,
assessment and implementation. Cambridge University Press.
Pianta, R.C. and Sheridan, S.M. eds., 2015. Handbook of early childhood education. Guilford
Publications.
Spodek, B. and Saracho, O.N., 2014. Handbook of research on the education of young children.
Routledge.