Assessment Theories and Philosophies in Early Childhood Education

This essay delves into the evolution of assessment practices in early childhood education, tracing the shift from Piaget's stage-based models to contemporary frameworks like the Early Years Learning Framework (EYLF). The paper highlights the importance of understanding children's individual interests, cultural backgrounds, and social settings in the assessment process. It emphasizes the EYLF's focus on belonging, being, and becoming, along with the integration of play-based learning and the use of digital tools. The essay underscores the significance of continuous assessment, interactive learning, and recognizing children's diverse needs. The references cited include key texts on child development and early childhood education, providing a comprehensive overview of the subject. The paper highlights that assessment is a continuous cycle and should involve planning, recording and assessing kids’ learning.

PSYCHOLOGY
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A kid centered learning platform is vital to prepare virtuous practice all sorts of education
besides care services. Educationalists wish to distinguish each child as an exclusive human
being, comprising their interests, merits disposition, personality in addition to what they
recognize, can perform in varied sets of activity programs and comprehend the underlying
thoughts and vision (Chen, 2014). Knowing children appropriately includes significant
understanding of the members of family, national and cultural outlooks as well as communal
settings. The word, “assessment” discusses the numerous methods adopted by the educators to
study about the kids they effort with. As per Vygotsky’s interpretation, it is a measure of a
continuing cycle which comprises planning, recording and assessing kids’ learning in terms of
perception and sociological settings that shape their behavior (Berk, 2013) “The Early Years
Learning Framework (EYLF)” describes assessment in the form of “collecting and examining
information as indication of what kids’ knowledge, performance and understanding of facts
around them” are. The program is founded on:
 Operative planning
 Interactive methods of children’s learning process and development ƒ
 Alertness of all youngsters’ learning improvement ƒ
 Reduction of inhibitions to advancement of learning ƒ
 Acknowledgement of kids who require additional support and providing assistance or
helping the family members with appropriate encouragement and attention
 Appraisal of the efficiency of the educational and wellbeing program or set of courses as
per Australian National Frameworkƒ
 Critical consideration and following developments in pedagogics ƒ
 Making the system of learning visible to all (Nolan & Raban, 2015).
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(Source: www.earlychildhoodaustralia.org.au 2019).
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The introduction of “Early years’ Instructive Schedule” foresees the consideration of
“Belonging and Being as well as Becoming”. Kids’ attention generates with ‘belonging’ within
their competitions and communal setup. An individual’s brain develops “supremely in the
prominent three years”. Over and done with this phase, the advantage of the kid’s
participations plus communications will produce a sensation of
 Self-dependence as well as Awareness within the kid’s emotional expansion:
 The more, the inspiration, influences as well as infrastructures, the cultured events of
development persists over entirely the spheres of development (Source:
(www.earlychildhoodaustralia.org.au 2019).
The integrated practice in exchanging traditional structures with assortment of “age
assemblages” inspires beginner’s affirmation. The arrangement to computerized apparatuses
besides strategies, audio-visual demonstrations generated on digital coordination etc. persevered
to be encouraging exceptional formation of the paraphernalia while projecting instructive scope
for learners (Rachman, 2015).
“When children stipulate to play, they don’t reflect that they could acquire knowledge to some
grade from this act.” Nevertheless their presentation crafts foremost learning probabilities over
all magnitudes of improvement. Development and awareness are multilayered and
comprehensive and as far as these aptitudes over all evolving expanses can be strengthened with
play-way method, accompanied by motor, cognitive as well as collective and communicative
talents. According to Piaget’s awareness, natural settings of understanding of information
determine to obtain, express, and device acceptance of facts (Nolan & Raban, 2015).
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References
Berk, L. (2013). Child development (9th ed.) (Chapter 6). USA: Pearson Education.
Chen, F. (2014). Parents'perezhivaniesupports children's development of emotion regulation: a
holistic view. Early Child Development And Care, 185(6), 851-867. doi:
10.1080/03004430.2014.961445
Nolan, A., & Raban, B. (2015). Theories into practice: Understanding and rethinking our work
with young children (Chapter 2). Victoria, Australia: Teaching Solutions.
Rachman, S. (2015). The evolution of behaviour therapy and cognitive behaviour therapy.
Behaviour Research And Therapy, 64, pp 1-8.
http://dx.doi.org/10.1016/j.brat.2014.10.006
www.earlychildhoodaustralia.org.au (2019). Retrieved from
http://www.earlychildhoodaustralia.org.au/nqsplp/wp-
content/uploads/2012/05/EYLFPLP_E-Newsletter_No17.pdf
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