The Evaluation Techniques in Early Childhood Education: A Comparative Research

Abstract

Assessment during the pre-school age, undoubtedly constitutes one of the most contentious issues within the educational reality, which strongly attracts the interest of all the parties involved in the educational process. This is because preschool period marks the cognitive path and social evolution of a child from a very early age, when they become a member of the Kindergarten Community, a miniature of the future broad society that is, thus solemnizing assessment as one of the qualitative indicators regarding the educational work as well as the course of the citizen-to-be. For the contemporary Greek reality, the orientation of assessment on the field of preschool education emphasizes on the process itself, promoting the elaborative aspect of the evaluation rather than the final outcome. However, via the official educational policies along with the existing guidelines offered to the Kindergarten Educators, formative assessment sadly is not given its due importance, although it serves as a guarantee for the implementation of appropriate curricula regarding preschool education and learning (McAfee, Leong & Bodrova, 2010).