Reconceptualizing Assessment in Early Childhood Education (ECE): Narrative Documentation and Asset-Oriented Ways of Understanding Culturally and Linguistically Diverse (CLD) Children's Literacies
AbstractThis paper critically examines the current state of assessment in ECE of young children learning English. Â Dominant and problematic notions and tools that currently limit how childrenâ€™s literacies are understood and assessed will be examined in order to provide context and counter points that demonstrate alternative assessment practices. A subsequent exploration of narrative documentation and asset-oriented ways of positioning children will be offered with specific emphasis on assessment practices that can help early childhood educators identify the various â€œfunds of knowledgeâ€ (Moll, 1992) children possess in order to fully and effectively document their developing literacies and honor their identities.
IJHELD will not request copyright to published works. While authors will retain copyright, we do request first publication rights and will require that authors sign a release form granting IJHELD the right to publish the submission on our site. Works published in this open access journal are free to use, with proper attribution, for educational and non-commercial purposes.