Reconceptualizing Assessment in Early Childhood Education (ECE): Narrative Documentation and Asset-Oriented Ways of Understanding Culturally and Linguistically Diverse (CLD) Children's Literacies

Abstract

This paper critically examines the current state of assessment in ECE of young children learning English.  Dominant and problematic notions and tools that currently limit how children'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 "funds of knowledge" (Moll, 1992) children possess in order to fully and effectively document their developing literacies and honor their identities.