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Assessment for learning

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Last updated by Justine Mason

Written by Justine Mason, CORE Education, February 2011


Assessment for infants and toddlers takes place within responsive reciprocal relationships that involve the early childhood setting, the child, and the child's family/whānau. 

When teachers/educators assess infant and toddler learning and development the primary purpose is to learn about the child's identity, who they are as a learner and participant in their world. Infant and toddler identities can be fostered as interested, involved, persistant, collaborative, responsible members of their community when teachers/educators put this knowledge to good use in the early childhood programme.

Intuitive teachers and educators are open to multiple pathways and possiblities for learning, enabing them to respond to infant and toddler's rhythms, inclinations and curiosities. By involving parents, whānau, infants and toddlers in assessment practices, teachers/educators are able to make meaningful links and connections with children’s lives.

The resources on these pages focus on assessment for learning in the context of infant and toddler care and education. They are designed to support teachers/educators to achieve a balance between thoughtful assessment and responsive practice.

Resources

  • What informs assessment for infants and toddlers
    When we consider assessment for infants and toddlers in Aotearoa, New Zealand, it can be helpful to make sense of some of the guiding documents available that both outline requirements and inform assessment within the early childhood sector.