Developmental Assessment Practices in Early Childhood Education: An Analysis of Teacher Approaches and Strategies
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| Title: | Developmental Assessment Practices in Early Childhood Education: An Analysis of Teacher Approaches and Strategies |
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| Language: | English |
| Authors: | Gizem Eker (ORCID |
| Source: | International Journal of Modern Education Studies. 2025 9(1):249-271. |
| Availability: | International Journal of Modern Education Studies. Available from: Mevlut Aydogmus. Necmettin Erbakan University Ahmet Kelesopglu Education Faculty A-319 Meram Konya, 42000, Turkey. e-mail: ijonmes@gmail.com; Web site: https://www.ijonmes.net/index.php/ijonmes |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Early Childhood Education, Gender Differences, Student Evaluation, Preschool Teachers, Foreign Countries, Child Development, Developmental Stages, Evaluation Methods, Developmentally Appropriate Practices, Teacher Role, Teacher Attitudes, Age Differences, Status, Class Size, Data Use |
| Geographic Terms: | Turkey |
| ISSN: | 2618-6209 |
| Abstract: | This study focused on the importance of developmental assessment in early childhood and the approaches used by teachers in this process. This study examined how teachers conduct assessment processes based on individual differences and child-centered approaches. This study used a mixed-method design and was conducted with 181 preschool teachers in Turkey. Data were collected using the "Child Recognition and Assessment Techniques Attitude Scale," a semi-structured interview form, and personal information forms. According to the results, teachers frequently used methods such as observation, portfolio, play-based assessment, and family interviews. However, methods such as drama and sociometry are less preferred. While teachers generally pay attention to individual differences in developmental assessment processes, elements such as confidentiality, language use, and developmental integrity are less emphasized. Female teachers were found to be more positive towards developmental assessment processes, however, variables such as age, professional seniority, and class size did not have a significant effect on their attitudes. The findings revealed that professional development programs should be organized to include evaluation processes, and that teachers should be supported with digital tools. This study offers suggestions for the development of a more comprehensive and holistic understanding of assessment in preschools. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1476700 |
| Database: | ERIC |
| Abstract: | This study focused on the importance of developmental assessment in early childhood and the approaches used by teachers in this process. This study examined how teachers conduct assessment processes based on individual differences and child-centered approaches. This study used a mixed-method design and was conducted with 181 preschool teachers in Turkey. Data were collected using the "Child Recognition and Assessment Techniques Attitude Scale," a semi-structured interview form, and personal information forms. According to the results, teachers frequently used methods such as observation, portfolio, play-based assessment, and family interviews. However, methods such as drama and sociometry are less preferred. While teachers generally pay attention to individual differences in developmental assessment processes, elements such as confidentiality, language use, and developmental integrity are less emphasized. Female teachers were found to be more positive towards developmental assessment processes, however, variables such as age, professional seniority, and class size did not have a significant effect on their attitudes. The findings revealed that professional development programs should be organized to include evaluation processes, and that teachers should be supported with digital tools. This study offers suggestions for the development of a more comprehensive and holistic understanding of assessment in preschools. |
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| ISSN: | 2618-6209 |
