ASSESSMENT OF LEARNING AND DEVELOPMENT IN EARLY CHILDHOOD EDUCATION: CONCEPTIONS, PRACTICES, INSTRUMENTS, AND PURPOSES IDENTIFIED IN THE SCIENTIFIC LITERATURE

Abstract

The assessment of learning and development in Early Childhood Education is an essential component of pedagogical practice, as it enables educators to monitor children’s trajectories, recognize individual differences, and guide teaching interventions. However, formative approaches still coexist with classificatory procedures based on uniform standards that may turn differences into deficits and restrict children’s participation. This study aimed to map and analyze the conceptions, practices, instruments, participants, and purposes associated with the assessment of learning and development in Early Childhood Education, identifying contributions, tensions, and gaps in the scientific literature. A scoping review was conducted following the JBI methodological guidance and the PRISMA-ScR recommendations. The initial search identified 1,473 records; after duplicate removal, screening, and full-text assessment, 19 studies comprised the final corpus. Data were organized in an extraction matrix and examined through Bardin’s thematic content analysis. The results revealed a predominance of formative, process-oriented, and context-sensitive assessment supported by systematic observation, narrative records, portfolios, children’s productions, and pedagogical documentation. The participation of children, teachers, and families broadened the understanding of developmental trajectories, although assessment remained frequently centered on teachers’ perspectives. Risks were also identified concerning the rigid use of scales, checklists, and normative developmental expectations. Assessment becomes pedagogically meaningful when evidence is contextually interpreted and used to redesign educational experiences. Strengthening teacher education, children’s voices, family participation, and the ethical use of diversified assessment instruments is therefore recommended.