Abstract

This study investigated child-assessment practices in the context of Korean early childhood education and care settings. Interviews with educators and documents obtained from educational and care settings were analyzed. In general, the results support the rigorous implementation of child-assessment procedures since the recent implementation of kindergarten evaluation and childcare accreditation by the government. However, some settings have not implemented these procedures systematically, resulting in wide variation in the types of assessment conducted and the forms used across environments, as well as superficial goals and limited information regarding children. To enable efficient child assessment and the transfer and sharing of information about each child among providers and schools, a common framework should be provided, with common tools and recording forms, together with guidelines for child assessment and training services for educators and staff.

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