ASSESSMENT IN EARLY CHILDHOOD EDUCATION: WHAT TO ASSESS AND WHY TO ASSESS?

Abstract

This article discusses the complexity of assessment in Early Childhood Education, the first stage of Brazilian Basic Education. The study aims to problematize the multiple dimensions of the assessment process, seeking to overcome the narrow view that holds the child solely responsible for their development. Methodologically, it consists of a bibliographic and documentary review, grounded in official regulations (LDBEN, DCNEI, and BNCC) and educational theorists. The discussion retraces the historical trajectory of assessment in Brazil—from the overcoming of early readiness tests and their classificatory and retention-oriented nature—to the consolidation of formative assessment based on pedagogical documentation. The text also highlights the non-neutrality of the teacher's gaze, evidencing that records often reflect value judgments and act as mechanisms for the normalization of childhood. Finally, anchored in international experiences from countries like Italy and Portugal, the study indicates that assessment in Early Childhood Education must transcend the exclusive observation of the child-subject. It concludes that assessment must be configured as a systemic and participatory process, encompassing the quality of the educational context, families, administration, and professionals, thereby consolidating itself as a tool for the transformation of pedagogical praxis and the guarantee of rights.