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Assessment of Children 
in Early Childhood Centres 

A thesis presented in partial fulfilment 
of the requirements for the degree of 

Master of Education 
at 

Massey University 

Anne Wilks 
February 1993 



Ass~ssm~nt (Jf Children . 
in Early Ghildlioodr:' Centres ·· 

Report to the 

Ministry of Education 

Anne Wilks 
Project Co-ordinator 
1 March 1993 

Assessment of Children in Early Childhood Centres: 
Contract between Palmerston North College of Education-and Ministry 
of Education. 



(ii) 

Abstract 

This study examined the procedures and methods of assessment of children 

used in kindergartens and childcare centres throughout New Zealand. 

Through the use of questionnaires to 269 centres followed by structured 

interviews at 24 centres, and an observation exercise at 12 centres, 

information was gathered on: 

• the aim or purpose of assessing children in early childhood centres 

• the types of procedures used for assessing children 

• the areas of development covered by the various methods of assessment; 

and 

• the use to which the assessment information was put once it had been 

collected. 

Staff in centres were also asked about their perceived current needs for 

carrying out assessment of children. 

The study found that a diversity of approaches were used for assessing 

children. While 41% of centres had written assessment of all children, the 

remainder either did not have any written assessment or only assessed some 

children. Observations were the main form of assessment used and this was 

usually supplemented by other assessment procedures. Some children were 

more likely to be observed than others. Those children who had a special 

need or were a concern for some reason featured more in observations than 

the quieter or busy children. 

The main purposes for assessing children were for record keeping 

(accountability) and to help plan a programme. Respondents to the 

questionnaire said their assessment information was used for planning 

programmes to cater for individual needs and working on or filling gaps 



(iii) 

in the development of children. In structured interviews, staff reported that 

assessment information was used mostly 'to plan a programme' or 'to work 

with parents'. 

Assessment information was shared with a variety of other people but mostly 

other staff and parents. The questionnaire and interview data showed that 

staff believed that physical, social, emotional, cognitive and language 

development were the areas of development that they covered most, with less 

emphasis on aesthetic/ creative and cultural development. The observation 

exercise showed that social, emotional and socio-emotional development were 

observed more than the other areas of development. 

Many centres saw the value in assessment however some were quite worried 

about how it could be practically carried out. 

Comments specifically about the assessment of children were found in the 

charter of 46% of centres interviewed. 

The frequency of assessment ranged from daily to yearly. 

Information from the study was used in conjunction with the literature 

review to critically evaluate what was happening in the area of assessment of 

children in kindergartens and childcare centres in New Zealand. 

The components needed in order for assessment to be beneficial to children, 

teachers, parents/whanau and the community were highlighted. 

Recommendations were made and guidelines formulated on the principles 

that need to be present if worthwhile assessment of children is to be carried 

out in early childhood centres. 



(iv) 

Preface and Acknowledgements 

I wish to acknowledge the support given by the Ministry of Education in 

providing the funding to enable this research to be carried out. I also thank 

Palmerston North College of Education for the support they provided 

throughout the project. 

I would like to thank Don McAlpine who was my supervisor and also the 

members of the Advisory Committee, Arohia Durie, Colin Gibbs, 

Colleen O'Brien, N gaire Bennie and Carol Garden who all provided input 

into the project as well as encouragement. 

To the early childhood staff in centres who helped me gain an inside view on 

assessment of children through their involvement in questionnaires, 

interviews and the observation exercise I am grateful for their time and 

enthusiasm throughout the study. Responses displayed a high level of 

commitment to their profession and trust in me to accurately portray these 

views. It is hoped the information will assist them in further developing this 

important aspect of early childhood education for the benefit of children and 

their families. 

I wish to also thank the many other professional colleagues who gave 

permission for centres to be used, or provided feedback along the way 

concerning the work. 

I am appreciative to everyone who showed great interest in the work as they 

provide me with the impetus to apply myself to complete the study. 



Table of Contents 

Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (ii) 

Preface and Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (iv) 

Table of Contents ........................................... (v) 

List of Figures and Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (vi) 

Chapter 1: Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 

Chapter 2: Literature Review ................................... 4 

Chapter 3: Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 

Chapter 4: Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 

• Questionnaire Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 

• Structured Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 

• Observation Exercise Data ....... . .......................... 106 

Chapter 5: Discussion ........................................ 116 

Chapter 6: Conclusions ...................................... 137 

References . . ............ . .... . ... . ......................... 142 

Appendices 

1. Pilot Centre Letter and Draft Questionnaire ..................... 147 

2. Introductory Letter and Questionnaire ..... . ... . .. . . . .. . . . . ... . 152 

3. ·structured Interview Questions ............. ............... .. 159 

4. Letter Explaining the Procedure for the Observation Exercise ........ 163 



List of Figures and Tables 

Questionnaire Data 

Figure 1 Regions of questionnaire return 

Figure 2 Main purposes of assessment 

Figure 3 Comparison of purposes of assessment 
between kindergartens and childcare centres 

Figure 4 Procedures used for assessing children 

Figure 5 Comparison of assessment procedures 
used by kindergartens and childcare centres 

Figure 6 Times when assessment is carried out 

Figure 7 Areas of development covered by assessment 

Figure 8 How assessment information is used 

Figure 9 Groups whom information is shared with 

Figure 10 Forms of assessment used in interview centres 

Figure 11 Forms of assessment used in the interviewed 
kindergartens 

Figure 12 Forms of assessment used in the interviewed 
childcare centres 

Figure 13 Areas of development covered by assessment 

Figure 14 How assessment information is used by centres 

Figure 15 Who assessment information is shared with 

Figure 16 Suggestions to help carry out assessment 

Observation Exercise Data 

Figure 17 

Table 1 

Table 2 

The number of children observed by the 
different centres 

Observations according to gender 

Number of children observed by areas of 
development, in the centres 

Page 

44 

47 

48 

49 

51 

53 

54 

59 

60 

82 

83 

86 

90 

94 

96 

102 

107 

109 

110 



Chapter 1: Introduction 

Assessment of infants and young children has been an area where there have 

been many difficulties because of the special nature of learning in these early 

years. Infants and young children cannot demonstrate how much they know or 

understand through formal or informal measures involving tasks and standardised 

tests. (Irwin and Bushnell, 1980, in Wortham, 1990: 89.) 

Young children cannot use language well enough to explain themselves 

therefore a different means of assessment is needed. 

Educators of young children have been challenged by the present 

Government's policy calling for accountability to show that valuable learning 

is taking place. As no national systematic assessment procedures have been 

in place, responses have been varied with little consistency in approaches. 

Following the report from Assessment for Better Learning (Ministry of 

Education, 1989), primary schools and secondary schools have been given a 

focus for using assessment to promote learning and for reporting information 

to parents about their children's progress. 

Research has not yet taken place to determine the focus or uses to which 

assessment will be put in early childhood. 

This study focused on gathering information about what assessment of 

children is currently taking place in kindergartens and childcare centres. The 

information was obtained by questionnaires, structured interviews and an 

observation exercise. 

Questionnaires were used to gather information on assessment practices in a 

large number of kindergartens and childcare centres from throughout 

New Zealand. This approach also allowed a diversity of centres to be used 

including urban and rural centres, two and three teacher kindergartens, full 



-2-

childcare, sessional care and casual care as well as large and small centres. 

Children from a diversity of ethnic groups were represented from within the 

range of centres used. From this sample many differing approaches to 

assessment were examined. 

Structured interviews were used with a smaller number of centres to give 

some staff the opportunity to elaborate on the information provided in the 

questionnaire. Those interviewed were given the opportunity to justify why 

they use the approaches and methods of assessment that they practice. 

The observation exercise provided data on who is observed in the daily work 

within centres and looked at the areas of development that these observations 

covered. Observations, as one means of assessment, were able to be put into 

perspective along with the other methods used for assessing young children. 

By understanding more about how, when and why young children are 

assessed and by knowing the use to which assessment information is put, we 

will have a clearer picture about the assessment practices being carried out in 

kindergartens and childcare centres within New Zealand. 

It is apparent from the literature that assessment only became an important 

issue in early childhood education in New Zealand in recent years. There are 

still concerns regarding assessment, and a fear that it may lead to the 

development of harmful practices within early childhood programmes. 

Examples of both harmful practices and beneficial developments are evident 

when overseas trends are examined. 

By combining the results of this present study with t~e information from the 

international literature, the benefits of assessment will be highlighted and the 

components needed to carry out assessment in a positive way will be 



emphasised. The special needs for assessment relevant to the diversity of 

early childhood centres found within New Zealand can be identified. This 

information could then be used to develop gerreral principles pertaining to 

sound assessment practices and specific recommendations. 

-3-

If early childhood educators have a clear set of guidelines on assessment, as 

found in the primary and secondary sector, they too will be able to work 

confidently, reflect upon and analyse their work with young children. 

Teachers will be able to communicate about children's strengths with 

colleagues, parents/whanau and the community, so they can all work co­

operatively for the good of each child. 



-4-

Chapter 2: Literature Review 

{a) Assessment takes a new direction 

In recent years assessment has taken a new direction and focus. With the 

introduction of new government policies [Department of Education, 1989; 

Ministry of Education, 1990; Ministerial Working Party, 1990; Ministry of 

Education, 1991a] and the resulting debate on the issue of accountability, a 

significant outcome has been ... the call from governments for closer monitoring of 

their education systems and more effective assessment of educational performance and 

outcomes and how these compare internationally [Irving, 1991a: 1]. 

Accountability was to cover two distinct elements of assessment, one 

involved the monitoring of the education system while the other covered the 

assessment of student performance [Irving, 1991 a]. 

When discussing the Achievement Initiative [Ministry of Education, 1991a] 

Codd, McAlpine and Poskitt [1991] pointed out the tension between 

assessment that aims to improve learning in individuals, and assessment used 

for centralised control and accountability. They described the tension 

between educational assessment essential to effective classroom practice and 

political assessment concerned with achievement standards and national 

monitoring. 

The policy documents put out by the Ministry did not give directives for 

assessment in the early childhood sector. At this time early childhood 

educators were unclear as to whether they would be included in closer 

monitoring and assessment of educational performance. When the following 

statements on national monitoring were made which clearly showed that the 

focus would not be on national monitoring in the early years, early childhood 

staff assumed that they would not be involved. In the New Zealand context 



-5-

there is good information and expen'ence, well supported by overseas and New 

Zealand research which suggests that national performance testing below age 7, and 

possibly 8, would be too early [Irving, 1991b: 8]. 

This left the second element of assessment, that of educational performance to 

be looked at. The focus on educational performance was on the individual 

with its aim being to improve teaching and learning [Department of 

Education, 1989]. The early childhood sector believed they would be 

included in this second element of assessment, however it was still unclear 

how this would be carried out in the early childhood setting. 

The first call specifically for assessment of children in early childhood came 

in the Approved Charter Document [Ministry of Education, 1990: 10] which 

stated ... staff will regularly observe and assess children's developmental stages and 

needs and plan and evaluate the programme accordingly. And ... there will be an 

established procedure enabling parentsjwhanau to find out about their children. 

It is not known how early childhood teachers in New Zealand responded to 

this call to carry out assessment of children. Recommendations were made 

that this needed to be investigated [Ministerial Working Party, 1990]. 

It has been argued that there is a lack of sufficiently rigorous and 

comprehensive procedures and practices for assessment or for reporting to 

parents in the primary sector [Irving, 1991a]. Therefore it is possible that the 

same situation applies in the early childhood sector. 

Although clirrent assessment practices for young children have not been 

reported in New Zealand, a study of programme planning and evaluation 

may be of !elevance. Meade [1985] concluded that some children find 

themselves in a far from ideal learning environment because many staff are 



too haphazard in their programme planning and evaluation. It will be 

interesting to see if the charter requirements [Ministry of Education, 1990] 

have made a difference to the way planning and evaluation take place. 

-6-

Now that the charter has been in place for three years, it is time to consider 

what is happening regarding assessment of children. If necessary appropriate 

procedures. and practices can be developed to enable effective assessment of 

children to be carried out. Although early childhood educators firmly believe 

that valuable learning takes place in their centres, they have now been 

challenged to ... satisfy themselves as well as parents, the community they serve 

and the funding agencies, that early childhood centres are having a favourable effect 

on children [Smith, 1989: 39]. 

Everyone who teaches has a professional obligation to assess performance. It 

is necessary to monitor the effectiveness of teaching as well as to inform 

.learners and others of the success of the learning (McGaw, 1988]. Bell and 

Harris [1990] also see assessment as essential to education because it assists 

the learning process by providing feedback to learners and teachers. It also 

facilitates quality assurance and control and provides a means by which 

education can be attuned to the needs of the individual and society. 

In Tomorrow's standards: The Report of the Working Party on Assessment 

for Better Learning (Ministerial Working Party, 1990: 7), found that there was 

widespread agreement that ... where the objective of the assessment of children is 

improved teaching and learning, and where this is part of the learning cycle, it 

could have strong positive influences on the quality of learning. Because of this 

many educators have needed to look at how they will include assessment in 

the planning cycle of their work with young children and their families. As 

partnership with parents is valued staff will need to listen to what parents 



want and clearly articulate to family and whanau what they believe are the 

important things about early childhood care and education to see that 

children benefit from assessment [Carr, 1989]. 

-7-

With the current change in beliefs which sees the possibility of assessment 

being used to bring about improved learning and teaching, teachers have 

needed to rethink their beliefs and explore ways available for assessing 

children in this positive way. The new broadened view which sees 

assessment as having a positive influence on the quality of learning highlights 

the use of assessment as part of the process of working with children rather 

than as an end product or measure. It is necessary for teachers to recognise 

the importance of children learning in an interactive way and for the 

assessment procedure to be a part of this learning process rather than a 

separat~ exercise [Department of Education, 1989]. 

' The new direction of assessment challenges teachers to view assessment 

positively as a way to : 

(i) improve teaching and learning 

(ii) promote learning 

(iii) show others that valuable learning is taking place, 

(iv) be a natural part of the process of working with young children, and 

(v) share information with parents I whanau and the community. 

(b) Concerns about assessment 

Although the many important benefits of assessment have been highlighted · 

over recent years there has been a history of concerns and worries regarding 

assessment of young children. There are also fears that assessment will lead 

to inappropriate practices in early childhood. 



-8-

One major concern has been that testing will be introduced to New Zealand. 

It has been criticised by the National Association for the Education of Young 

Children [NAEYC and NAECS/SDE, 1991] on the basis that: 

(a) tests are being used for purposes other than for which they have been 

designed 

(b) tests have led to the focus on academic skills too early, and inappropriate 

ways of teaching being adopted 

(c) tests produce practices harmful to young children as people teach to a 

test 

(d) the predictive validity of assessment instruments for young children is 

extremely low 

(e) labelling and categorising children can be a self fulfilling prophecy 

(f) the pressure for accountability has had a conservative and restrictive 

impact on early childhood education. 

Problems with lack of validity and reliability in tests have also been raised 

along with the problem of instruction becoming distorted as the focus of 

teaching turns to raising the test score [Shepard, 1989]. In the United States 

salaries and promotions are being based on test scores, and standardised tests 

are being criticised for not covering the full range of instructional objectives 

[Shepard, 1989]. Katz [1985] also believes that important content areas are 

omitted from tests such as social competence, self esteem and creativity. Test 

construction has been constrained by the emphasis on basic skills, limiting the 

"height" as well as the depth and breadth of the content [Shepard, 1989}. As 

well as concerns arising as a result of the tests themselves there are concerns 

about what is being measured and the use to which the information is put. 

At times test scores have had the power to shape a young child's future. 

Numerous child development experts have warned of the dangers of utilising 

developmental screening and readiness tests to determine the academic 

placement of young children [Meisels and Anastasiow, 1982; Meisels, 1988; in 

Raver and Zigler, 1991]. 



-9-

Educators have become more and more proficient at developing precise 

measuring instruments. However, what is being measured and what use is 

being made of the information from tests does not seem to be well advanced 

[Rowley and MacPherson, 1983]. Careful consideration therefore needs to be 

given as to what is being measured and the use to which the information is 

being put. 

As well as fears about placement or categorisation and labelling there has 

been the concern that assessment information will be used to make judgments 

or for making comparisons between children. There is a strong consensus 

among educators ... that assessment for judgmental and comparative purposes can 

be very damaging [Department of Education, 1989: 4]. 

Kamii [1990] opposes the use of achievement tests as they are not valid 

measures of accountability. She is also concerned about them producing 

practices harmful to young children's development. Kamii [1990] believes 

that test driven instruction would not dominate if more people were educated 

about the inappropriateness of achievement tests. Therefore teachers need to 

study how children learn and insist on providing what is appropriate for 

young children's development. 

There have been concerns that assessment will change the direction or shape 

the curriculum. Learning and the process of learning must not be widely 

influenced by what is assessed and the process of assessment [Barker, 1991]. 

The measurement of learning must not determine the learning itself. The 

New Zealand Qualifications Authority [1991] also stresses the importance of 

the content of what is learnt and the process of learning not being unduly 

influenced by what is assessed and the process of assessment. They 

emphasise the importance of the outcome of any programme.l?.eing defined 



-10-

before the programme can be constructed. The Qualifications Authority asks 

for achievement and valid assessment of achievement to be given a high 

profile in curriculum development. The relationship between curriculum 

development and assessment has again been given attention. 

In a study of assessment practices in primary schools [Black, Devine and 

Turner, 1989] it appeared that teachers had discarded formal assessment. 

They equated assessment with written tests which they saw as incompatible 

with the present philosophy of education. No system has yet been developed 

to take its place. 

Early childhood educators are urged to retain confidence in children's ability 

to choose activities that are appropriate to their own learning and abilities, 

rather than provide a preplanned, adult-controlled style of education with 

carefully graded objectives where achievement can be evaluated by 

quantitative testing [Carr and Claxton, 1989]. Kennedy [1991: 5] also 

encourages those in early childhood to retain a developmental approach and 

... create learners who want to know, not children who know what we want. The 

importance of children being oriented towards learning goals rather than 

performance goals was also stressed by Dweck [1986]. 

As well as concerns that assessment will drive the curriculum, there are 

concerns that practices will be introduced that focus on academic skills too 

early and in inappropriate ways [Bredekamp, 1989; Kamii, 1990}. Educators 

are concerned that appropriate goals for early childhood will be lost at the 

expense of other outcomes that are more easily measurable. 

Australia's pattern of interest in assessment in early childhood has taken a 

similar direction to New Zealand with a moving away from the formal 

testing as found in the United States, and with a current move towards 

assessing children as part of the learning process. In Victoria the Early 



-11-

Childhood Curriculum Guidelines 3-5 Years (MacNaughton et al, 1991] 

recognise the importance of children having general competence socially, 

physically, emotionally and intellectually. The curriculum guidelines 

encourage teachers to look at children holistically rather than focussing on 

specific abilities. General competence is regarded as being more important 

for successful learning in preparation for school rather than specific abilities 

such as being able to recite colours, write their name or tie shoelaces 

[MacNaughton et a/, 1991 ]. It is claimed that children learn skills more 

effectively through play than through formalised instruction [Bredekamp, 

1989]. The Victorian Early Childhood Curriculum Guidelines stress that 

formalised instruction in specific skills at an early age can be detrimental to 

children's future learning. 

The Assessment for Better Learning document [Department of Education, 

1989] reminds us that many countries have been down a similar track before 

New Zealand in reviewing assessment. It is important to remember that 

there are "significant differences" between New Zealand's education system 

and those of other countries. This must be taken into account when 

evaluating the assessment procedures of others. The ABLE document takes a 

critical view of recent developments in Britain, suggesting that they may be 

attempting to serve too many purposes in assessing the national system, 

schools and students. 

New Zealand has the opportunity to learn from the mistakes and 

developments of others, but also to keep in mind the diversity and 

uniqueness of the early childhood services it offers. 



-12-

(c) What is assessn1ent? 

The multifaceted nature of assessment becomes apparent when comparing the 

following definitions of assessment. Some highlight the value or use of 

assessment while others point out important aspects of the process. 

The value and uses of assessment 

Assessment and evaluation are essential to education. They assist the 

learning process by providing feedback to "learners" and "teachers" and allow 

education to be attuned to the needs of individuals and society [Bell and 

Harris, 1990]. 

Assessment is measuring or making professional observations on the extent or 

quality of performance. It can be used for two main purposes - to guide the 

development and improvement of the educational process [for instance, by identifying 

strengths and areas which require further attention], and to describe performance or 

achievement at a particular point in time [Department of Education, 1989: 5]. 

Important aspects of the process of assessment 

Assessment is the process in which various strategies are used to evaluate 

child learning and development and it must include evaluation of the 

cultural, social and physical context within which learning and development 

occur [Ballard, 1991]. The importance of using ecological assessment which 

involves taking data across environments, persons, curricular areas and 

instructional conditions to evaluate the variety of responses under varying 

circumstances is also stressed [Bradley and Howe, 1980). 

-
Assessment is the process of observing, recording and otherwise documenting the 

work children do and how they do it, as a basis for a variety of educational decisions 

that affect the child. Assessment is integral to cum·culum and instruction. It is 

used: 



-13-

1. to plan for indiuiduals and groups and for communicating with parents 

2. to identify children who may be in need of specialised services or intervention, 

and 

3. to eualuate how well the program is meeting its goals. 

[NAEYC and NAECS I SDE, 1991: 32). 

While some definitions focused on important aspects of the process of 

assessment others concentrated on its use or purpose. By combining the 

definitions many special benefits of assessment and important elements of the 

process can be noted. 

1. Assessment is essential for good teaching as it assists both teachers and 

learners. 

2. Assessment covers the extent and quality of learning. 

3. Assessment can be used to guide development and improve the 

educational process as well as provide information from which to 

describe performance. 

4. Assessment allows individual needs to be catered for and community 

needs to be taken into consideration. 

5. Content goals and learning processes can be evaluated. 

6. The process of assessment requires various strategies to be used. 

7. Assessment needs to include all contexts within which development and 

learning occurs. 

8. Assessment involves the regular use of a variety of people, places and 

conditions. 



-14-

(d) Who benefits from assessntent? 

It is hard to justify assessment which has no benefits. However often little 

thought is given to the benefits which accrue from assessment [Crooks, 

1991]. Children, teachers, parents/whanau and the community can all benefit 

from sound assessment. Harlen [1982] recognised four main benefits of 

assessment in early childhood: 

1. To cater for and promote the learning of all children. 

2. To help teachers in their understanding of children, and to assist the 

planning to cater for the specific needs and interests of individuals. 

3. To share information with parents about their child's interests, abilities 

and progress. 

4. To be able to show the community that valuable learning is taking place 

in early childhood by providing specific information on children's 

learning. 

Assessment will benefit children if it results in a developmentally appropriate 

programme being provided based on the child's interests, strengths and 

abilities. Good curriculum needs to be individually appropriate for the needs 

and interests of children. Teachers need to design curriculum by observing, 

thinking, planning and putting many different skills and information 

together. Since the curriculum is developed for each individual, its 

effectiveness must be identified and assessed individually [Wilson, 1990]. 

Children can also benefit from_ assessment where discrepancies between the 

child's behaviour and "accepted" developmental norms suggest further 

investigation or perhaps referral to a specialist agency is warranted. 

Assessment takes place to see if young children are in good health, then to 

see if development is progressing normally. When problems are detected 

plans are made to help the child and facilitate the child's development to 

help her achieve her full potential [Beaty, 1986]. When discussing 



requirements for remediation Ballard [1987] suggests that the results of 

assessment should maximise the chances of effective remediation for each 

child. They should be useful and relevant for effective programming and 

data must be communicated in terms that reflect optimism for the child's 

learning. 

-15-

All assessment should benefit the child in some way. Assessment 

information can be used for individual programme planning and can be 

shared with parents and whanau in such a way that all can work together for 

the good of the child. 

Early childhood professionals have ... neglected or shunned ... assessment for 

individual children. It is necessary to make informed decisions about what 

are interesting, challenging and developmentally appropriate experiences for 

all children in centres [Henricksen, 1992: 51]. 

Teachers also stand to benefit from sound assessment. 

Assessment benefits teachers because in the process they come to know the 

child in a systematic and comprehensive way which will allow them to plan a 

programme based on appropriate experiences for individual children. Carr 

[1989] notes that the primary purpose of assessment is for staff to plan and 

evaluate the programme. 

The NAEYC [1988] favours ongoing assessment of children's development 

and learning as essential for appropriate curriculum planning and 

individualising instruction. Teachers must be accountable for providing high 

quality instruction and for adapting it to suit individual needs. 

It is important to recognise the value of assessment and the link between 

assessment and learning ... enlightened teachers value the way that evaluation is 



-16-

integral to learning and teaching cycles. More commonly, however, teachers do not 

perceive the vital link between assessment and achievement and fill in forms in 

booklets for reasons of accountability [Codd, McAlpine and Poskitt, 1991: 31]. 

Observation needs to be seen as a primary tool for preschool teachers, as it 

can provide an input to help formulate goals and select appropriate teaching 

procedures for working with a specific child [Teale, Hiebert and Chittendon, 

1987 in Wortham, 1990]. Teachers must learn how to design and use 

informal measures of assessment for them to be effective in evaluation and 

instructional planning. Observation, like other informal strategies, requires 

informed, well prepared teachers who will use it effectively [Wortham, 

1990]. By using assessment information well teachers can be helped to plan 

for and provide an appropriate curriculum for all individuals. 

As well as being beneficial to children and teachers, assessment is important 

to parents. 

Teachers in early childhood need to understand the important role of parents 

as the primary caregivers of their children and need to include families in the 

assessment process. 

The New Zealand Childcare Association [1987] in their conference affirmed 

that parents have the right to honest and objective information about their 

child's programme, development and routines in the centre. It is now a 

requirement of Chartered Early Childhood Centres in New Zealand to inform 

parents about their child's day and progress [Ministry of Education, 1990]. 

Ultimately it is the teacher's responsibility to show sensitivity to their 

relations with parents, using their professionalism to link the two 

environments [Bruce, 1987]. 



-17-

Recommendations were made about reporting to parents within the primary 

sector saying that it should be formal and informal, oral and in writing. It 

should be a concise appraisal of cumulative records, presented in clear simple 

language, brief and constructive, and easily understood by parents 

(Ministerial Working Party, 1990]. No guidelines have yet been formulated 

for appropriate practices relating to reporting to parents of children from the 

early childhood sector. However as the nature of learning is different at this 

early age it is suggested that the process of assessment and process of 

reporting to parents will also need to differ. 

In a study of assessment The Scottish Council for Research in Education 

[1988] asked parents what information they wanted from the assessment of 

their children. Parents wanted both cognitive and non-cognitive areas 

addressed. Under non-cognitive they wanted factors influencing performance 

and general development including: 

information about attitudes [effort, interest and co-operation] 

information about personality [shyness, friendliness] 

information about behaviour [conformity etc.]. 

Parents were looking for something that was individual. Most parents saw 

school as partners in the total education of their children and not merely 

institutions for imparting knowledge and skills [Dockrell, 1988]. This study 

related to the Scottish education system in the primary years. However it is 

important to find out from early childhood parents in New Zealand what 

they would like as a form of assessment and reporting for their children. 

Teachers in early childhood need to understand the importance of including 

families in the assessment process and recognise the value in reporting 

information in a way that is beneficial to the child. Teachers also need to be 

able to show the community that valuable learning is taking place in early 

childhood. 



-18-

Confident teachers should have the abi lity to communicate children's 

strengths to colleagues, the child's family and those in the wider community, 

to explain effectively what they are doing and to gain external cooperation 

[Bruce, 1987]. Teachers need to be able to reflect accurately on what they are 

actually doing and achieving, as well as on what they hope and intend to 

achieve. They also need professional knowledge to enable them to articulate 

their philosophy [Carr and Claxton, 1989]. The accountability of showing that 

valuable learning is taking place in early childhood has been emphasised so 

that the wider community can contribute to the education of its children. 

Recent research (Wiley and Smith, 1992] has shown that there is still a 

reluctance to pass on information from early childhood centres to schools. 

When looking at assessment and reporting practices they found that junior 

school teachers took an ambivalent attitude to cumulative individual records 

on children. Teachers sometimes sought information about behaviour, 

attitudes and achievements from early childhood colleagues. On the other 

hand, they did not want to prejudge a child or prejudice the next teacher in 

their relationship with a child [Wiley and Smith, 1992]. 

Similar findings came from the survey of school entry practices [Thackery, 

Syme and Hendry, 1992: 18] ... in most instances, information on a child's 

experiences before coming to school was retained in the teacher's head but not 

formally recorded. Teachers showed a concern for the ethics of collecting 

information, and were careful about confidentiality. They did not want to 

label or prejudge children. 

There seems to be agreement that early childhood educators need to inform 

others from the wider community about the valuable learning that takes place 

in early childhood, showing that assessment procedures are based on clear 

educational principles. Early childhood centres need to satisfy themselves, 

the parents and community they serve and the funding agencies that they 



have a favourable effect on children [Smith, 1989]. The sharing of 

information upon the child's entry to school remains an unresolved issue 

because there are still concerns over confidentiali ty and the labelling of 

children. Many teachers prefer to make their own assessment of children . 

(e) Principles and guidelines for assessment to be beneficial 

-19-

to children, teachers, parentslwhanau and the community 

1. The interests of tlte students slwii be pnramount 

Principle One from Tomorrow's Standards [Ministerial Working Party, 1990: 

8]. The purpose of all assessment must be to benefit children's future 

learning. Assessment has a critical role in systematically evaluating the 

progress and learning needs of individual children [Broadfoot et al, 1991]. 

Teachers and caregivers need to know the importance of assessing children's 

abilities and the importance of socio-cultural background for planning 

experiences for all individuals. 

It is suggested that teachers need to: 

observe, record and assess young children's behaviour for the purpose of 

planning appropriate programmes, environments and interactions 

develop and implement an integrated curriculum that focuses on 

children's developmental needs and interests; incorporating culturally 

valued contents and background experiences 

assist other professionals in developing and implementing individual 

educational plans for young children with special needs 

adapt the curriculum to meet the needs of all children, including those 

who may be gifted, or have a special need. 

[adapted from ATE and NAEYC, 1991] 

The important role of assessment as a means of working with others in 

gathering information, and using it to plan to meet the specific needs of 

individuals has been outlined. If people work together in using assessment 



-20-

procedures to evaluate progress and learning and then use the information to 

cater for the needs and interests of all individuals then the interest of the 

children will be paramount in the assessment process. Currently an 

important focus on student achievement is found in the government's 

Achievement Initiative Policy [Ministry of Education, 1991a]. It is being 

developed in ways that acknowledge: 

that individuals learn at different rates, at different stages, and in 

different ways 

that sound learning builds on the learner's current knowledge and 

previous experience 

that some students need extra help at stages of their schooling, 

that the prime role of classroom assessment is to improve learning, 

that most school classes include learners with a range of achievement 

and needs, 

that classroom teachers must be given professional freedom and trust to 

take into account the particular needs of their students. 

[Ministry of Education, 1991a]. The focus of this policy related to primary 

schools however many of the ideas acknowledged are also very relevant to 

early childhood. 

Although there is disagreement about what students should achieve and 

debate about how goals should be reached most people in education agree 

that a prime goal of our education system is the best possible educational 

achievement for all students [Ministry of Education, 1991b]. Assessment 

recognises individual diversity of learners and allows for differing styles and 

rates of learning [NAEYC and NAECS/SDE, 1991]~ 



-21-

Te Whariki: National Early Childhood Curriculum Guidelines, Draft [Carr 

and May, 1992] states that assessment needs to provide useful information so 

that adults can use it to improve the curriculum. It should build on special 

strengths and talents and contribute to children's sense of self worth. 

Educators need to see the importance of assessment being used to promote 

the learning of all children, and put into place mechanisms that will support 

teachers to carry out this vital component of their work. Teachers need 

accurate measures of their students' capabilities and achievements in order to provide 

appropriate learning challenges [Codd, McAlpine and Poskitt 1991: 31]. 

2. Assessment needs to be an integral and ongoing part of the teaching and 
learning process. 

[Combined Colleges of Education Assessment Working Party, 1991: 2]. 

Teachers need to be clear about the importance of children learning in an 

interactive way, and for the assessment procedure to be seen as a part of the 

process of working with young children, not as a separate exercise. 

Assessment needs to be directly related to the goals, objectives and content of 

the programme. Teachers are reminded about how children learn and the 

importance of using this as a starting point for both curriculum and 

assessment. Thinking in young children is directly tied to their interactions with 

people and materials. Young children learn best and most by actively exploring their 

environment, using hands-on material in building upon their natural curiosity and 

desire to make sense of the world around them [Kamii, 1990: 35]. 

It is suggested that curriculum-content and assessment should reflect ideals 

such as persqnal autonomy, decision making, equality and social justice. It 

needs to be culturally salient, locally relevant and meaningful in the context 

of a specific community (NAEYC and NAECS/SDE, 1991]. They suggest that 

an interactive process is needed where children feel safe and secure, 

construct their own knowledge and learn through social interaction. 



-22-

Children are continually changing in their early years therefore the 

assessment needs to be ongoing. " ... young children develop rapidly and their 

level of development changes continually. By observing frequently, teachers can 

track the child's development and respond to changes and advances in development, 

with new opportunities and challenges" (Wortham, 1990: 90]. 

Ballard [1987] points out the need for assessment to be based on an adequate 

sampling of behaviour. He believes that observation of a child's behaviour 

on a single occasion may not be representative of the child's performance at 

other times or in other settings. This idea is supported by the NAEYC and 

NAECS/SDE [1991] who state that regular, periodic observation is needed. 

The observer should know how to use observation to gather data and should 

have a background knowledge of child development and learning so they can 

provide experiences that will further the child's development [Wortham, 

1990]. Ballard [1987] agrees that assessment of performance on a single 

occasion is generally a poor predictor of future behaviour for both 

non-handicapped and handicapped individuals and cannot be seen as an 

accurate estimate of a child's present or eventual performance on the tasks in 

question. Assessment should therefore involve repeated measures and be 

ecologically valid [Ballard, 1987]. An ecological approach stresses the 

complex interrelationships and interdependencies between children and their 

environments [Gump, 1975; Willems, 1974 in Ballard, 1987]. The NAEYC and 

NAECS/SDE [1991] concur that assessment should reflect ongoing typical 

activities of children and that assessment relies on demonstrated performance 

during real activities. 

\ 

Teachers are required to assess all the time to be effective. More than that, 

they are required to evaluate as a consequence. Stressing assessment as an 

end product diminishes the importance of more effective professional 

decision-making that occurs during daily assessment and feedback. A 

recommendation was made that assessment be an integral part of the learning 



-23-

cycle and be aimed at enhancing the teaching-learning process [Combined 

Colleges of Education Working Party on Assessment, 1991]. The importance 

of teaching and assessment being closely related in the learning process and 

the need for assessment to be conducted progressively and to cover a variety 

of situations is recommended [NZQA, 1990]. 

Assessment needs to consider cultural context and the special needs of "Te 

Iwi Maori 0 Aoteoroa" need to be considered in the process and reporting of 

assessment [Combined Colleges of Education Working Party on Assessment, 

1991]. 

3. Assessment and evaluation will reflect the aims and goals of the 
curriculum. 

[Carr and May, 1992: 103]. 

There are concerns that the curriculum will be added to for assessment 

purposes rather than additions being made based on sound principles. 

Crooks {1988) warns of the dangers of attempting to squeeze too much into 

the curriculum and then endeavour to assess it frequently. If we do this we 

are only further promoting surface learning and actually diminishing real 

learning. 

In a submission on National Curriculum by the Education Policy Group, 

Department of Education, Massey University [1991] it was argued that ... 

"fragmentation of the curriculum into a host of specific learning outcomes will 

inevitably lead to a narrowing of context to conform with predetermined assessment 

requirements. This approach is likely to lead to a very limiting conception of 

objectives whidz overlook important learning experiences related to critical and 

, creative thinking" [in Codd, McAlpine and Poskitt, 1991: 18]. This same 

concern is present within the early childhood sector where staff are worried 

that assessment will not reflect the value placed on processes in learning and 

at the same time will not contain dearly defined curriculum objectives for 

individuals. 



-24-

Carr and May [1991] when looking at the emphasis to be placed on process 

and content of the curriculum suggested that the curriculum guidelines " .... 

might contemplate a two-way matrix: areas of experience and learning and skills 

and knowledge attached to them on one axis, learning strategies and attitudes [or 

developmental principles on the other" [Carr and May, 1991: 11]. 

It would seem appropriate that assessment follow similar lines to curriculum 

as the two will become a joint process of working with children with the aim 

of both to promote the learning of individuals. Assessment therefore will 

need to reflect experience, learning, skills and knowledge as well as learning 

strategies and attitudes. 

It is suggested that there is a need for formative and summative assessment 

with a balance between the experiences children have and the activities they 

are involved in, and their output- the evidence in terms of work done 

[Bruce, 1987]. She suggests that the emphasis should be on children's 

progress and whether the learning environment is challenging the child and 

planning should take place beginning with what the child can manage. The 

starting point clearly needs to be "where the child is at". The NAEYC and 

NAECS/SDE [1991], in their guidelines for appropriate assessment say that 

assessment needs. to show what children can do independently as well as 

what they can do with assistance. This clearly reflects the role of assessment 

in recognising exactly what a child can do as a basis from which to plan 

curriculum to promote specific development accordingly. 



4. Assessment should reflect c1tildre11's development and leaming in all 
domains. 

[NAEYC and NAECS I SDE, 1991]. 

-25-

Ballard [1987] says the purpose of educational assessment is to obtain a 

description of the child's learning and development in terms of cognitive, 

social, emotional, academic or other variables. He points out the need to look 

at meaningful data in terms of the child's real life experiences and needs 

including recognition of cultural background and experience. 

A major purpose of observing children is to evaluate development and 

determine the child's progress in physical, cognitive, social or emotional 

development. The observer needs background information on how children 

develop and learn so they can convert the child's behaviours into information 

that can be used to understand the child's level of development and the need 

for experiences that will further that development [Wortham, 1990]. It has 

been identified that, in the past, staff within early childhood have been 

hesitant about promoting cognitive development [Meade, 1991]. She suggests 

that there is a need for a more skillful approach to handling children's 

growth in the cognitive area. An awareness of some valuable directives for 

cognitive development, as well as social, language and physical is needed 

[Smith, 1989]. 

Systematic assessments need to be carried out that enable teachers to identify 

children's interests and needs. These will help teachers to plan long-term 

projects designed to increase children's observations and representational 

skills and enhance their creative, communicative and intellectual development 

(Katz, 1990]. 

Assessment should be holistic and in the same contexts as the meaningful 

activities and relationships that have provided the focus for curriculum (Carr 

and May, 1992]. 



-26-

5. Assessment records should always convey useful and compreheusible 
ittjonnatiou to students, parents and tlte community .... 

[Combined Colleges of Education Assessment Working Party, 1991: 2]. 

It is important for teachers and parents to examine assessment instruments 

and procedures for themselves, and to make their own judgments on how 

sensible and relevant the strategies are for their child and their needs 

[Ballard, 1987]. Assessment and the means of reporting information needs to 

suit the particular philosophy of the centre and the community which it 

serves [Smith, 1989]. It also requires consultation and input from parents and 

the community so it can meet the specific needs of its clients. Information 

then needs to be reported in such a way that it will be beneficial to the child 

so all can work together for the good of the child . 

It seems imperative that assessment data only be collected if it is going to be 

put to good use. It can be used for planning to meet individual needs or for 

sharing information with parents/whanau and the community. However the 

purpose must always be to benefit the child. The information needs to be 

meaningful to all involved. 

Teachers collect a lot of assessment information each day. There was found 

to be a need for further research into the quantity and quality of assessment 

information that teachers collect in the normal course of their teaching day 

some of which is not necessarily recorded. This research could reveal the 

extent to which the assessment data actually influences teaching [Codd, 

McAlpine and Poskitt, 1991: 33]. 

The extent of the assessment information collected either formally or 

informally within the early childhood sector is not known, nor is it known 

how this assessment influences teaching. This information would be very 

valuable to-all who teach young children. 



-27-

One of the principles of good assessment listed in Tomorrows Standards 

[Ministerial Working Party, 1990] states that the choices made in reporting 

assessment and evaluation information largely determine the benefit or harm 

resulting from that information. Teachers therefore need to decide, before 

reporting to parents, how a child will benefit from the information. Another 

principle from the same document emphasises the need to identify and report 

educational progress and growth. If educators take a positive look at 

children's development it will provide a firm base from which to build. 

We need to start from what children can do and demonstrate their 

overall strengths and progress. 

We must convey information in a narrative form which is descriptive 

and meaningful. 

Assessment needs to support parents' relations with their children. 

[NAEYC and NAECS/SDE, 1991]. 

Assessment needs to be positive and should build on special strengths and 

talents and contribute to children's sense of self-worth [Carr and May, 1992]. 

If assessment data reflects a positive view on children and is reported with 

optimism for future development, children and parents will benefit from the 

process and be in a position to work together to promote further 

development. 

6. Assessment information about growth, development and learning needs 
to be systematically collected and recorded at regular intervals. 

[NAEYC and NAECS I SDE, 1991]. 

Together with observation we are reminded that developmental assessment 

can involve documenting the work that a child does over a period of time 

and things they have said, ideas that they have had and activities they have 

enjoyed [Kennedy,1991]. Assessment u:ilises an array of tools and a variety 

of processes eg. collections of children's work, records of systematic 

observations, records of conversations etc. Teachers make informal 

assessments of children's achievements all the time. This type of assessment 



-28-

is an essential element of all good teaching and should not be undervalued 

simply because it is not structured and formal. To use it well requires 

considerable professional skill and to use it wisely requires that it not be the only 

fonn of assessment used [McGaw, 1988: 3]. A range of methods are needed 

with assessment. Formative methods, where the process of evaluation and 

assessment is continual (eg. collecting paintings or photographing models) 

and summative methods, which take one point in time and compare the 

results to national norms, are both important [Bruce, 1987]. One problem of 

summative assessment is that it measures what children ought to know rather 

than what they actually know. However, only using formative methods, 

focuses too much upon processes and ignores the product. 

It is suggested that assessment be an integrated part of practice and that there 

needs to be: 

multi-professional approaches to record keeping 

assessment which shows the processes [eg initiation of something, 

motivation] 

details of the child's stage of development to help the teacher make 

appropriate provision, 

a record of what the child can achieve, both aided and unaided, 

a continual record of the way links are made from the child to the areas 

of knowledge, by noting the way provision is manipulated [Bruce, 1987[. 

Teachers need knowledge of a wide range of assessment methods and 

devices to be able to make judgments about the appropriateness of each in a 

given teaching situation [Palmerston North College of Education Assessment 

Working Party, 1991]. 



-29-

7. Assessment is a collaborative process involving children and teachers, 
teachers aud parents, sc11ool nnd commuuity 

[NAEYC and NAECS I SDE, 1991: 33] 

Children, teachers, parents and the community all need to work together to 

make assessment relevant to individual and community needs. Self 

assessment can be an important component of assessment as young children 

can provide information about their own strengths and interests as a basis for 

future planning. Assessment encourages children to participate in self evaluation 

[NAEYC and NAECS/SDE, 1991: 33]. In early childhood, teachers need to 

allow children to have input into decisions regarding their learning. Self 

assessment is the appropriate starting point for assessment [Ministerial Working 

Party, 1990: 8]. 

Early childhood centres need to give more attention to directions for learning 

in consultation with family and community [NAEYC, 1991]. Children's 

experiences at home can be used in planning and evaluating children's 

learning. A recommendation was made that the community be involved in 

information sharing and decisions regarding teacher development in 

assessment in primary schools [Educational Assessment Secretariat, 1992]. It 

is important that the community also be included in decision making about 

assessment in the early childhood sector. It is important that families be seen 

as a part of the assessment process. Information needs to be shared between 

teachers and parents about children's growth, development and performance. 

Assessment should be responsive and reciprocal and opportunities should 

exist for assessment to be a two-way process. 

[Carr and May, 1992]. 

Summary 

From the literature review it is apparent that very little attention has been 

given to research in the area of assessment of children in early childhood in 

New Zealand. Directives have been given and recommendations made about 



-30-

assessment in both the primary and secondary sectors. As interest in 

assessment has been heightened with moves towards accountability, which 

stress the importance of being able to show that valuable learning is taking 

place, it is time that attention is given to assist teachers in implementing 

assessment procedures for the children they are working with. 

The previous seven principles provide a starting point on which to build 

when the specific needs of early childhood in New Zealand have been 

identified through research into assessment practices. If guidelines are 

provided there will be consistency in approaches. A recommendation was 

made that Colleges of Education establish a national common core in the 

courses offered in educational assessment and also that teachers nationwide 

receive teacher development in assessment [Educational Assessment 

Secretariat, 1992]. These recommendations were pertaining to the primary 

sector, however the early childhood sector have the same need for uniformity 

in courses and for teacher development in assessment. 

This thesis describes a study which was carried out to determine what are the 

current assessment practices being used in kindergartens and childcare 

centres throughout New Zealand and compares the findings to recommended 

practices in literature on the topic. 



-31-

Chapter 3: Methodology 

This study utilized questionnaires, structured interviews and an observation 

exerdse to provide information on the assessment of children from birth to 

five years old in kindergartens and childcare centres. 

Quantitative information gathered from a postal questionnaire was combined 

with the qualitative information provided by the structured interviews and 

the verifying exercise which was conducted to gain an appredation of the 

scope of the general observations that take place in these centres. 

Phase I - Questionnaire 

A Selection of Sample for Questiomwire Distribution 

B. Constntction of Questionnaire 

C. Pilot Questionnaire {revise qt~estioml(lire as 11eeded) 

D. Distribution of Questiomtaires 

E. Collation of Questionnaire Infon uation 

Phase II - Stnlctured Interviews 

A Selection of Sample f or Stmctttred Interviews 

B. Design of Stmctured Interview 

C. Pilot Structured Interviews 

D. Structured Interviews 

E. Collation of Stntctured I11terview Information 

Phase III - Observation Exercise 

A Selection of Sample for Observation Exercise 

B. Design of Observation Exercise 



C. Pilot Obseroatiott Exercise 

D. Observation Exercise 

E. Collation of Infonnation from the Obseroation Exercise 

Phase IV 

Integration of infonnation from questiottnaires, structured interviews and 

observatiott exercise with literature on assessment of children. 

Phase I - Questionnaires 

Questionnaires were posted to 269 centres. 

A Selecting of Sample for Questionnaire Distributiott 

-32-

The study focused on kindergartens and childcare centres where staff, and 

not parents were involved in the running of programmes unlike playcentres, 

where the need for reporting and carrying out of procedures would be quite 

different. A different approach would have been required to cover 

assessment of playcentres because of their unique characteristics. 

Nga kohanga reo were also not included in the sample of early childhood 

centres as they were not comfortable for a study of their assessment 

procedures to be carried out because many centres are just becoming 

established. 

Kindergartens and childcare centres were selected as the sample to examine 

the methods used for assessing children in these two different services. The 

Ministry of Education lists of early childhood centres were used to define 

those centres identified as kindergarten and childcare centres. The sample 

covered both babies and young children to see if different methods of 

assessment and reporting were apparent. Literature suggested that a 

different focus is apparent when assessing babies when compared with older 

. children and that the reporting of the information is handled differently 



-33-

according to the age group studied. Katz (in Carr, 1989), suggests "sleeping 

habits, eating habits, toilet habits, range of effect; variations in play, curiosity; 

responses to authority, friendship; interest, spontaneous affection and 

enjoyment of the good things in life" provide a sufficient picture of whether a 

very young child's development is going well. 

A duster sample was used from one region, the Palmerston North College of 

Education catchment area and this was expanded by a sample of 100 centres 

from the other 5 College of Education regions. The cluster sample comprised 

93 kindergartens and 76 childcare centres, all of the rural and urban centres 

in the region. 

The duster sample would provide an accurate representation of assessment in 

the Palmerston North College of Education region, and the samples from the 

other five regions would allow comparisons to be made between the d uster 

sample and other regions to see if generalisations could be made about 

assessment of children in kindergartens and childcare centres throughout 

New Zealand. 

Letters were sent to the early childhood teaching practice co-ordinators of the 

five Colleges of Education requesting that they provide a representative 

sample of 20 centres in their catchment area made up of: 

• 5 Child care Centres from rural/ semi rural areas; 

• 5 Childcare Centres from urban areas; 

• 5 Kindergartens from rural/ semi rural areas; 

• 5 Kindergartens from urban areas. 

From the list of centres provided by the teaching practice co-ordinators a list 

was drafted of all the centres to be used in the study - 93 kindergartens and 

76 childcare centres from the Palmerston North College of Education 

catchment area and 10 childcare centres and 10 kindergartens from each of 

the other five Colleges of Education catchment areas (ie 100 additional 

centres). 



-34-

The total sample for distribution of the questionnaire was 269 centres which 

was expected to be large enough to ensure that the data could be categorised 

and analyzed to discern trends. 

The initial method of data collection for the study was by way of postal 

questionnaires to all of the 269 centres. These were used to provide the 

means of describing what was happening in the area of assessment of 

children in kindergartens and childcare centres from samples throughout the 

country. 

B. Constructi011 of Questionnaire 

The questionnaire was designed to gather facts from the respondents about: 

(i) Tlte maiu purposes of assessing cltildren. 

(ii) The procedures used for assessh1g cltildren. 

(iii) When assessme11t is carried out. 

(iv) The areas of development covered by assessment. 

(v) How the assessment infonnation is used. 

Teachers were also asked about how they gained information on assessment 

and what they perceived as their current needs regarding assessment. 

Draft I of the questionnaire was posted together with the draft of the letter of 

introduction to each of the following groups before it was sent to any of the 

269 centres. 

• Members of the Advisory Committee; 

• The eleven Educational Review Offices; 

• The six Colleges of Education (Early Childhoodtducation Departments); 

• The Early Childhood National Curriculum Project Group (Waikato); 

• A Computer Department staff member for comments on coding and 
structure of the questionnaire for computer analysis. 



Feedback on Draft Questionnaire 

Feedback on the first draft of the questionnaire was received from: 

• Eight Education Review Offices 

• Five Colleges of Education 

• The Early Childhood Curriculum Project Group in Waikato 

and the computer analysis staff member. 

-35-

The feedback from all the above respondents was summarised for discussion 

with the Advisory Committee. The final questionnaire was then developed 

for piloting. 

C. Pilot Questionnaire 

Four pilot centres (two childcare centres and two kindergartens) were 

selected from a community in the Wellington College of Education catchment 

area that was within easy travelling distance from Palmerston North. 

The four pilot centres were invited to participate in the study and were then 

sent letters explaining the input required of a pilot centre in responding to 

and evaluating the questionnaire along with providing feedback on the 

introductory letter. (See Appendix 1). 

The questionnaire was piloted to see if the respondents interpreted the 

questions as intended, and to check for a shared understanding of meanings 

on the topic of assessment between the researcher and respondents. The 

questionnaire was modified to bring about greater clarity in the questions. 

The order of questions was also revised to provide a smoother flow from one 

question, to another. 



-36-

The questionnaires were collected personally to receive feedback and to 

enable a rapport to be established with staff to help when later studies would 

be carried out in their centres. The information from the four pilot 

questionnaires was collated and data organised to ensure that data from the 

main questionnaire could be collated smoothly. 

Following the piloting of the questionnaire a third draft of the questionnaire 

was devised. The questionnaires were sent to the groups who provided 

feedback on the questionnaire to inform them of the changes that were made 

to the draft questionnaire. 

Approval for use of kindergartens 

Letters were drafted to all the Kindergarten Associations where Centres were 

to be used, seeking approval to use the kindergartens within their association. 

This involved: 

• 11 Palmerston North Associations 

• 5 Christchurch Associations 

• 5 Auckland Associations 

• 5 Dunedin Associations 

• 3 Waikato Associations 

• 4 Wellington .Associations 

Approval was received from the Associations and questionnaires were posted 

out. 

D. Distribution of Questionnaire 

Letters introducing the research project together with the questionnaires were 

posted to 269 centres and two clear weeks were left for the return of 

responses. As many staff as possible from each centre were asked to jointly 

respond to the questionnaire. (Appendix 2.) 



-37-

E. Collation of Questionnaire Data 

Questionnaire information was then collated according to the five main 

questions. Comparisons were then drawn between kindergartens and 

childcare centres, urban and rural centres and centres with differing ethnic 

compositions. 

Phase II- Structured Interviews 

Structured interviews were undertaken at 24 kindergartens and childcare 

centres. 

A Selection of Sample for Structured Interviews 

24 centres were selected from those who completed the questionnaire in 

Phase I of the research. 

The sample comprised four centres (two kindergartens and two childcare 

centres) from each of the six College of Education catchment areas, giving a 

total of 12 kindergartens and 12 childcare centres. 

Centres were selected to represent a diverse range of assessment methods 

and procedures (see Results). 

Care was also taken to ensure representation of centres based on many other 

variables such as age range of children, number of children, length of daily 

attendance, ethnic composition and number of staff. 

Nine rural and semi-rural centres were selected and 15 located in urban 

centres. 

Two teacher and three teacher kindergartens were equally represented in the 

sample. 



-38-

The childcare centres comprised full day care, sessional care and casual care 

centres. Both large centres (over 100 children) and small centres (20 to 50 

children) were used. 

Age ranges in the sample covered centres with under 2's, under 2's and 2-5 

year olds, 2-3th year olds, 2-5 year olds and 3-5 year olds. 

The sample represented centres comprising a variety of ethnic backgrounds 

(predominantly Maori, predominantly European, European and Maori and 

multicultural). 

B. Design of Structured Interview 

An interview schedule was devised comprising six open-ended questions 

(Appendix 3). These questions were to provide qualitative data to extend the 

quantitative responses received from the postal questionnaires. One new 

question was added to the information gained from the questionnaire which 

asked what the centre charter or policy said about assessment of children and 

if they felt the charter represented what they were actually doing. 

The remainder of the questions were very similar to those asked in the 

questionnaire, however there was opportunity provided for staff to give more 

detailed responses. 

The structured interview allowed the respondents to qualify what they meant 

by particular terms and to discuss the variety of circumstances in which 

assessment was carried out. Respondents had the chance to elaborate on 

ideas or justify thoughts. 



-39-

The interviews were used to go more deeply into the motives of the 

respondents for assessing children and to give additional information on the 

methods used in their assessment and the purposes to which the assessment 

information was put. 

Interviews were carried out face-to-face to establish a rapport between the 

researcher and interviewee. Little restraint was placed on the answers and 

expression of the respondent. 

All questions asked had a bearing on one of the areas of interest in the 

assessment study. Interview questions were printed with room under each 

question to transcribe responses (See Appendix 3). A tape recorder was 

organised to use for back up on the writing done for responses during the 

interviews. 

C. Pilot Structured Interviews 

The structured interviews were piloted at the same four centres that were 

used to pilot the questionnaires. As a result question 3 had the second part 

added to it (who is the information shared with?) in case this important area 

did not come up for discussion elsewhere in the interview. 

D. Structured Interviews 

The researcher travelled throughout New Zealand from Whangarei to 

Balclutha undertaking the structured interviews at 24 centres. 

Six questions were asked regarding assessment of children. 

1. How do you assess children? 

2. What areas of development are covered by assessment? 

3. How is the assessment information used? 



4. Who is the assessment information shared with? 

5. What does your charter say about assessment of children? 

6. What would you find most helpful to aid you in carrying out your 
assessment procedures? 

-40-

Responses were recorded in writing. It was intended to tape responses 

however when the first few centres visited preferred not to be taped it was 

decided to write responses as accurately as possible then to check back with 

those being interviewed that the words written represented fairly what had 

been said. 

In many centres the interview responses came from a group of people rather 

than an individual. These groups of staff, who worked together as a team, 

believed this was a fairer way to represent what was happening in their 

centre regarding assessment of children. 

E. Collation of Structured Interview Information 

The information gathered from the structured interviews was then collated 

according to the six questions asked and trends identified and interfaced with 

information from the questionnaires. 

Phase III - Observation Exercise 

An exercise to verify if valuable observations were taking place in early 

childhood centres was carried out in 12 centres. 

Most staff who responded to the questionnaire and were involved in 

structured interviews for the project commented that their main source of 

assessment information came from general observations. This final phase of 

data gathering therefore aimed to identify the scope of the general 
-

observations that were taking place in centres. 



-41-

A Selection of Samples for Observations Exercise 

The 12 centres to be used for the observation exercise were selected from the 

24 centres in which structured interviews were undertaken. This enabled 

centres to be used where the researcher had already developed a rapport 

with the staff. Two centres (one kindergarten and one childcare centre) were 

selected from each of the six College of Education regions to continue to use 

centres from a range of different geographical areas. 

Only one centre approached was not able to be a part of the observation 

exercise due to a change of staff, so this kindergarten was replaced by 

another that had participated in the structured interview. 

Care was taken to ensure that the 12 centres continued to reflect the diversity 

of centres represented in the larger sample. Two and three teacher 

kindergartens were represented, large and small childcare centres as well as 

urban and rural centres with a range of ethnic compositions. 

B. Design of Observation Exercise 

An exercise was devised for the researcher to record all the observations that 

a staff member, or group of staff, had made following one morning of 

working with children. The researcher spent the morning in the centre in the 

hope of putting into context any particular observations that the staff 

discussed. 

Staff were asked: 

"Can you tell me about any obseroations of children that you have made this 

morning?" 

Responses were recorded and when the staff had finished talking about one 

child they were asked if they knew anything else about this child and how 

they had gathered their information. 



The observation exercise was designed to gather information on: 

(a) The number of children observed. 

(b) Who was observed. 

(c) What areas of development were covered by the observations. 

C. Pilot Observation Exercise 

-42-

One childcare centre and one kindergarten were selected to trial the 

observation exercise. They were taken from the four centres used to pilot the 

questionnaire and the structured interview. 

Following the pilot observation exercise it became apparent that it was 

important to identify along with the observations, whether the children being 

talked about were males or females. 

D. Observation Exercise 

One morning was spent in each of the 12 centres, one kindergarten and one 

childcare centre from each of the Auckland, Hamilton, Palmerston North, 

Wellington, Christchurch and Dunedin College of Education catchment areas. 

Staff were involved in their usual activities with children as the observation 

exercise did not r.equire anything different or special to take place. The staff 

received a letter, prior to the visit, informing them of how the observation 

exercise would be carried out. (Appendix 4.) 

The number of observations made, the quality of observations, who and what 

was observed was recorded. 



E. Collation of Infonnation from the Observation Exercise 

The observation information was collated according to who and what was 

observed. The data was then integrated with the information obtained 

through the questionnaires and structured interviews. 

Phase IV -Integration of Information and Literature 

-43-

Data from the questionnaires, structured interviews and the observation 

exercise were then closely compared with the literature on assessment of 

children in early childhood and recommendations for worthwhile assessment 

practices highlighted. 



Chapter 4: Results 

Phase I - Questionnaires - General Information 
Questionnaires were returned from the following regions. 

Figure 1 - Regions of Questionnaire Return 

Postal questionnaires were returned from 145 centres. Centres are not 

specifically identified here because confidentiality was promised. The returns 

comprised 93 urban centres and 52 rural and semi-rural centres. These 

responses came from 88 centres (5296) in the PalmerstOn North College of 

Education catchment area and 57 centres (5796) from the other five College of 

Education regions. 



-45-

The returns were from 79 kindergartens (55%) and 66 child care centres (52%). 

Both full childcare and sessional care were represented in the returns with 98 

centres offering sessional care, 42 centres offering full day care and five 

centres offering both full day care and sessional care. 

Both three teacher and two teacher kindergartens were represented: 

1 kindergarten had one teacher full-time and two teachers part-time. 

31 kindergartens had two teachers. 

8 kindergartens had two teachers full-time and one part-time teacher. 

2 kindergartens had two teachers full-time and two part-time teachers. 

28 kindergartens had three teachers. 

6 kindergartens had three teachers and one part-time teacher. 

3 kindergartens had three teachers and two part-time teachers. 

Ethnic Composition of Centres 

67 centres were classified as predominantly European. 

10 centres were classified as predominantly Maori. 

50 centres were classified as multicultural. 

8 centres were Ewopean and Maori; and 

10 centres were not able to be classified due to lack of specific information 
being given on ethnicity. 

Classification was made according to the following: 

• Predominantly European centres were those with 80% or more of their 

children identified as European. 

• Predominantly Maori centres were those with 80% or more of their 

children identified as Maori. 

• Multicultural centres were those where more than 20% of the children 

came from groups not identified as Maori or European. At least two 

additional ethnic groups needed to be identified. 



• European and Maori centres were those where there was not 80% of 

either group present. The groups were usually balanced such as 

50%/50% or 60%/40%. 

Staffing 

The centres were staffed with 404 full-time staff and 190 part-time staff. 

Age of Children Represented 

-46-

Three centres catered for children under two years old. Thirty nine centres 

catered for under two's and two to five year olds, 16 centres catered for 

children with ages ranging from two to five years and 85 centres catered for 

children ranging in age from approximately three to five years. 

Number of Children at the Centres 
' The number of children at the childcare centres ranged from less than 20 at 

two centres, 20 to 50 children at 30 centres, 51-80 children at 13 centres, 81-

100 children at three centres and more than 100 children at six centres. 

Of the 79 kindergartens, four centres had over 80 on the roll, 67 centres had 

71-80 children on the roll and eight kindergartens had 60-70 children on the 

roll. 

Staff Input into Answering the Questionnaire 

Responses to the questionnaire had input from 397 staff (210 childcare staff 

and 187 kindergarten staff). 

The majority of centres had more than one staff member fill out the 

questionnaire. Only 19 centres had a single staff member respond and 126 

centres had two or more staff members involved in the response. Most 

centres involved all their staff in the responses given. 



-47-

Questionnaire Data 

A The Main Purposes of Assessme11t 

The main purposes of assessment in the 145 centres were able to be 

categorised under the following five headings: 

• for record keeping (accountability) 

• to help plan a programme 

• to be aware of and cater for individuals 

• to meet special needs 

• to work with parents. 

The other purposes of assessment listed that did not fit into the above 

categories were 'for transition to school', mentioned by two centres, and 'to 

brief other professions', which was listed by five centres. 

Number of Centres Legend 
90 

80 

70 

60 

50 

40 

30 

20 

10 
Purposes of Assessment 

~ For Record Keeping (Accountability) 

II To Help Plan a Programme 

IJ To Be Aware of and Cater for Individuals 

It To Meet Special Needs 

II To Work With Parents 

Figure 2 - Main Purposes of Assessment 



-48-

Many centres listed several purposes for assessment of children. An example 

of several purposes listed by one kindergarten was "to assess individuals to 

see what they are learning. For parents to know accurately how their 

children are progressing. For teachers to evaluate the programme needs via 

children". 

Record keeping or accountability was listed by the most centres as a purpose 

of assessment with 92 centres mentioning it. Under this category a large 

number of centres mentioned that they used assessment "to see what level or 

stage a child was at". There was no mention of doing anything else with this 

information other than using it to keep a record. 

Comparison of the Main Purposes of Assessment Listed by Kindergartens and 
Childcare Centres 

Very similar purposes of assessment were listed by kindergartens and 

childcare centres. A difference was evident under the purpose "to work with 

parents". This was listed by 16 (24.2%) childcare centres and 7 (8.9%) 

kindergartens. 

Number of Centres 

55 

50 

45 

.to 

35 

30 

25 

20 

15 

10 

5 

o ....__~~ 

Purposes of Assessment 

Legend 

~ For Record Keeping (Accountability) 

II To Help Plan a Programme 

8 To Be Aware of and Cater for Individuals 

111 To Meet Special Needs 

II To ~ork With Parents 

Figure 3 - Comparison of .Purposes of Assessment 
between Kindergarten and Childcare Centres 



Total 

120 

110 

100 

90 

80 

70 

60 

50 

40 

30 

20 

10 

0 

-49-

B. The Procedttres Used for Assessing Cltildrm 

Centres listed nine different procedures that they used to carry out 

assessment of children. These were observations, staff discussion, checklists, 

parent discussion, report books or daily records, programme evaluation and 

planning meetings, individual educational programmes, developmental 

profiles and tests. 

Observations were the most commonly mentioned procedure used for 

assessing children. Most centres used observations as one means of 

assessment and combined this with several other procedures to develop a 

picture of children. Forty kindergartens listed specific forms of assessment 

that they used such as time sampling and event recording. 

Number of Centres 

Procedures 

Legend 
~ Observations 

II Checklists 

IIJ Staff Discussion 

l\1 Parent Discussion 

II Report Books/Daily Records 

- Programme Evaluation/Planning Meetings 

~~IEPs 
II Developmental Profiles 

~T~ 

Figure 4- Procedures Used for Assessing Children 



-50-

Usually a variety of procedures were listed by centres for example one 

childcare centre wrote "we carry out both informal and formal assessment of 

children. Time is allowed once a week for discussion on the programme. 

Each meeting five different children are chosen and it is discussed whether 

the programme is meeting the needs of these individuals and ideas for 

improving areas of development for them". 

Comparison of Assessment Procedures Used by Kindergartens and Childcare 
Centres 

Variations occurred between kindergartens and childcare centres in their use 

of several procedures for assessing children. 

Observations were mentioned by all 79 kindergartens compared with only 39 

(59%) of the child care centres. Staff discussion was also used more in 

kindergartens compared with childcare centres as a means of assessing 

children with 33 kindergartens (23%) and 4 child care centres (3%) listing this 

form of assessment. Checklists were used by 44 (56%) kindergartens and 17 

(2696) childcare centres. 

Parent discussion was used more by childcare centres than kindergartens. 

Report books or daily records were also used more by childcare centres when 

compared with kindergartens 22 [33%) child care centres used this form of 

and 12 (1596) kindergartens. 



-51-

Legend 
Number of Centres 

~ Observations 90 

80 

70 

60 

50 

40 

30 

20 

10 

0 

• Staff Discussion 

Checklists 

Parent Discussion 

Report Books/Daily Records 

Programme Evaluation/Planning Meetings 

~~IEPs 
II Developmental Profiles 

II Tests 

Kindergarten Child care 
Assessment Procedures Used 

Figure 5 - Comparison of Assessment Procedures used by 
Kindergartens and Childcare Centres 

Writtett Assessment iu Centres 

Fifty nine (4196) centres had written assessment of all children while 86 (5996) 

centres did not have written assessment of all children. 

The centres that carried out written assessments of all children did so to plan 

to meet the needs of all children and for programme planning, to check on all 

children and follow their progress, to share information with other staff, to 

share information with parents and to have an accurate account to meet ERO 

expectations. 



The centres that did not have written assessment of all children said they 

only used written assessment if there was a need or concern, or they only 

assessed the regular and full-time children. Some centres commented that 

they did not have the time to assess all children, other centres commented 

that they did not have enough staff to do a more thorough assessment. 

Several centres only assess the older children. 

When asked how satisfactory their assessment system was: 

38 centres said their system was adequate or satisfactory. 

30 centres said it was too early to say how satisfactory their assessment 
system was because it was still being either formulated, revised or trialled. 

25 centres said their system was a problem because of time or their 
system was too time consuming. 

24 centres said their system was good. 

-52-

15 centres said their system was limited because of adult child ratio, or not 
enough staff. 

13 centres said their system was not entirely satisfactory. 

7 centres said they were looking for improvements. 

Other difficulties experienced included too many interruptions, lack of time 

for parent discussion and the assessment system used was too lengthy or too 

complicated. 

An approximately equivalent number of kindergartens and childcare centres 

were happy with their assessment system (27 [34%] kindergarten and 31 

[47%) childcare centres) sixteen (20%) kindergartens were trialling or revising 

their procedures while only 2 (3%) childcare centres were doing so. 



-53-

C. Whe11 Assessmeut is Carried Out 

When asked when assessment of children is carried out responses included, 

during sessions, daily observations, ongoing and continuously, during staff 

meetings, during informal staff discussion, during non-contact time, when 

time permits, during lunch times, when children commence, when children 

enter morning sessions and at intervals such as weekly, each term, monthly, 

six monthly and yearly. 

Number of Centres 

65 

60 

55 

50 

45 

40 

35 

30 

25 

20 

15 

10 

5 

Legend 
1 Daily or during sessions 
2 Staff meetings 
3 Ongoing 
4 Informal staff d iscussion 
5 Non<ontact time 
6 When a problem or concern 
7 Lunch time 
8 When time permits 
9 When children converse 
10 Weekly 
11 Monthly 
12 Six monthly 
13 Yearly 
14 Termly 
15 When children enter morning sessions 

o~~~~~~~~~~~~~~~~~~~~~ 

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 

When Assessment is Carried Out 

Figure 6 - Times When Assessment is Carried Out 



D. The Areas of Development Covered by Assessment 

When asked the areas of development covered by assessment: 

141 centres covered physical development. 

138 centres covered social development. 

137 centres covered language development. 

135 centres covered cognitive development. 

130 centres covered emotional development. 

102 centres covered aesthetic/ creative development. 

69 centres covered cultural development. 

18 centres did not fill out this section. 

Number of Centres 

150 

140 

130 

Legend 
~ Physical Development 

-54-

120 

110 

100 

II Social Development 

-~ Language Development 

all Cognitive Development 

II Emotional Development 

90 

80 

70 

60 

B Aesthetic/Creative Development 

~~~ Cultural Development 

Figure 7 - Areas of Development Covered by Assessment 

When asked if they concentrate on any areas of development more than 

others: 

70 centres indicated that they concentrate on some areas more than others 
and the reasons why included. 

56 centres said they did not concentrate on any areas more than others. 



12 centres said it depended on the needs of the child which areas were 
covered more fully. 

-55-

10 centres said they covered social and emotional development more than 
other areas because the children spend long hours at the centre, or because of 
low self-esteem in children. 

9 centres concentrated more on language development. 

5 centres concentrated most on social development because it seems to be 
needed today or it fitted with the philosophy of the centre. 

4 centres concentrated on emotional development more than other areas 
because it forms the basis of their well being. 

4 centres concentrated most on social and language because they believed 
these were important for life or because the centre had children from many 
cultures. 
2 centres concentrated on language and emotional development as they 
believed these were good measures of how a child was going. 

2 centres concentrated on physical, social, emotional cognitive and language 
to identify any problem areas and one centre said because they are easiest to 
assess in a limited time. 

2 centres said they assess more generally not according to particular areas. 

2 centres concentrated more on social, emotional and language development. 
One of these centres did so because 60% of their children were 2 - 3 year 
olds. 1 centre concentrated most on physical and social for infants. 

1 centre concentrated on fine motor and language. 

1 centre concentrated on physical and cultural as they were areas of greatest 
perceived needs. 

1 centre concentrated on physical, cognitive and language because of parental 
concerns. 

1 centre concentrated on social, physical, emotional and language because 
children carne from a lower socio-economic background and are often 
referred. 

1 centre concentrated on social, emotional and physical. 

1 centre concentrated on language, social and physicaL 

1 centre said they concentrate on language and self-help skills for under 2's. 

1 centre concentrated on aesthetic and creative development. 

1 centre concentrated on physical and cognitive because of lack of parental 
stimulation. 

1 centre concentrated on social and cognitive because of parental feedback. 



-56-

1 centre concentrated on behaviour most as it affects the whole session. 

1 centre concentrated on speech/language and cognitive because of parental 
expectations and ERO expectations. 

1 centre concentrated on independence. 

1 centre concentrated on physical and cognitive to pick up delays. 

1 centre concentrated on language, social and creative development. 

1 centre concentrated on physicaC social, emotional, cognitive and creative 
more than language as there was easy access to speech/language. 

1 centre commented they were gaining skills currently on how to assess 
cultural and aesthetic and creative aspects of children's development so it will 
soon be included, and 

1 centre said they concentrate on movement and eating patterns and less on 
cultural and cognitive development. 

There were no common areas of development that centres believed were most 

important to assess. 

Comparison oft~ Anas of Development Covered Between Kindergartens 
and Childcare Centres 

Differences in the responses when comparing childcare centres and 

kindergartens showed that of the 18 centres that did not fill out this section, 

17 were kindergartens. 

The other difference was in the concentration of language development by 

the 9 centres that concentrated most on language development; 8 were 

kindergartens. 

Of the 10 centres that concentrated most on social/emotional 7 were 

child care. 

34 (52%) childcare centres said they did not concentrate on_ ~}lreas of 

development more than others, while 22 (2896) kindergartens indicated that 

they did not concentrate on any area of development more than another. 



-57-

30 (46%) childcare centres and 39 (49%) kindergartens indicated that they did 

concentrate on some areas more than others and many gave there reasons for 

doing so. 

35 centres listed other areas that they specifically assess: 

• 7 centres listed special needs and 1 centre special needs or abilities. 

• 4 centres listed self help skills and independence abilities. 

• 3 centres listed suspected child abuse. 

• 2 centres listed behaviour. 

• 1 centre which listed relationships with others. 

• 1 centre listed temperament. 

• 1 centre listed speech/hearing. 

• 1 centre listed hearing/ vision. 

• 1 centre listed bonding/attachment to a friend. 

• 1 centre listed specific skills. 

• 1 centre listed pre-writing. 

• 1 centre listed hygiene. 

• 1 centre listed self-help and school readiness. 

• 1 centre listed spiritual, taha wairua. 

• 1 centre listed number work. 

• 1 centre listed settling in. 

• 1 centre listed the value of the programme, special needs and behaviour 
problems. 

• 1 centre listed activity choices, gender choices and adult/ child 
interactions. 

• 1 centre listed self esteem, self help, inquiring mind, music exploration, 
verbal. 

• 1 centre listed looking at ourselves. 

• 1 centre listed family and living arrangements as it was a transient area. 

• 1 centre listed family dynamics. 

• 1 centre listed problem solving, conflict resolution also school skills closer 
to 5 year olds. 



-58-

E. How Assessment Infonnatiott is Used 

Information gained from assessment was used in 15 different ways. Planning 

the programme to meet individual needs, sharing information with parents, 

staff consultation and discussion, to help and guide individuals, to evaluate 

and develop areas of the programme, to gear activities or necessary skills into 

the programme, to assess or follow up problems or difficulties, for other 

professionals or outside agencies, to check how children are progressing to 

extend support or encourage children, to familiarise teachers with each child's 

development, to promote development or challenge children, to communicate 

with school, to work with special needs prior to school entry and to ensure 

children reach their full potential. 

Assessment information was used most for planning the programme to meet 

individual needs and secondly to share information with parents. 

A total of 54 responses used their assessment information specifically for 

intervening with a special need or concern. 

Numbers 4, 6, 7 and 14 'to help and guide individuals', 'to gear activities or 

necessary skills into the programme', 'to assess or follow up problems or 

difficulties' and 'to work with special needs prior to school entry' (see Figure 

8) all focused on working on concerns or filling gaps in development. 

Many centres used assessment information for a variety of reasons. An 

example of how one centre said they use assessment information shows how 

this might happen. 

"Evaluate in staff meeting, use to plan programme, develop individual 

programmes, other suggestions or support to family. To have more 

comprehensive background information to offer other professionals should 

they be brought in." 



-59-

Number of Centres 

60 

55 

50 

45 

40 

35 

30 

25 

20 

15 

10 

Legend 

1 Planning the programme to meet individual needs 
2 Sharing information with parents 
3 Staff consultation and discussion 
4 To help and guide individuals 
5 To evaluate and develop areas of the programme 
6 To gear activities or