Assessment in Early Childhood Settings

`This is an invigorating and very thought-provoking text, that I would
recommend to all early years professionals, parents and citizens interested in
developing their understanding of early years philosophy in action, which is
directly linked to a compelling research paradigm and deep reflection
alongside a sound theoretical base' - Early Years

`I would recommend this book to practitioners interested in reflecting on
their own practice and approach to assessment. The insights provided are
thought-provoking and promote a practical and positive approach to early years
assessment' \- Early Talk

`This thoughtful book challenges the standard assessment process that is
commonly employed within the context of early years provision. For any
practitioners working in early years setting this is a powerful and exciting
book that helps to remind us that the child must be placed centrally within
the assessment process, not as a recipient but as a proactive contributor to
the situation'- Child Language Teaching and Therapy

`This is a highly relevant text as some UK early childhood educators become
engulfed with avalanches of tick sheets! A most useful book which contributes
to the current vital debate about when, what and how we should access young
children's progress' - T.A.C.T.Y.C Newsletter

`I found Margaret Carr's book fascinating… the ideas and arguments put forward
are well worth mulling over' - Early Years Educator

`This is an inspiring book from bilingual, bicultural New Zealand about
revolutionizing the assessment of young children's learning and progress.... I
hope this book inspires United Kingdom practitioners to set out on learning
story journeys' - Nursery World

`This book manages to blend recognized theory and recent research with
practice. I found it easy, and sometimes enjoyable, to read; it provided
plenty of "food for thought" as well as references on "how to". I would
recommend it to all early childhood practitioners, not just those considering
their current assessment procedures, as the chapters focusing on the child as
a learner are of value on their own' \- Julia Browne, Goldsmiths Association
for Early Childhood

This book shows that an early childhood setting can be described as a learning
place in which children develop learning dispositions such as resilience in
the face of uncertainty, confidence to express their ideas, and collaborative
and thoughtful approaches to problem-solving. These dispositions provide the
starting point for life-long learning.

The author asks: How can we assess and track children's learning in the early
years in a way that includes learning dispositions and avoids the pitfalls of
over-formal methods, whilst being helpful for practitioners, interesting for
families, and supportive for learners?

The book

\- describes a way of assessment that stays close to the children's real
experiences and provides an alternative to mechanistic and fragmented
approaches,

\- shows how practitioners can assess what really matters: those learning
dispositions (interest, involvement and perseverance for example) that provide
a foundation for life-long learning.

The book is about weaving theory and practice: theorizing development and
learning as reflected in assessment practice. The author also argues that
unless we find ways to assess complex outcomes in early childhood they will be
excluded from the teaching and the learning. Simple and low level outcomes and
goals will take their place. The theoretical ideas and arguments are
illustrated throughout by transcripts and stories of children in a range of
early childhood settings. At every turn in the journey it asks: How is this
reflected in a real life context? It documents the voices of children,
practitioners and parents as the learning story develops.