USING TECHNOLOGY AND ANALYZING
DATA AS A KEY ASSESSMENT TOOL IN
AN EARLY CHILDHOOD ENVIRONMENT
“The early childhood years are the foundation for children’s future wellbeing and learning. This time must be nurtured through high quality
experiences that enhance children’s social, emotional, physical,
language, and cognitive development.
Create a safe and nurturing environment that facilitates active,
play-based, and interdisciplinary experiences.
Design engagements and assessments intentionally to enable
child-initiated inquiry and a high level of learning.
Engage parents in their child’s learning through respectful,
intentional and clear communication.”
Early Childhood Philosophy Statement, American School of Bombay, May 2015
Assessment comes from the Latin root word ‘assidere’, which means to
sit beside. Nowhere in a school environment is this more apparent than
in an early childhood learning space. Teachers and educators who work
with young children learn about their students by literally sitting beside
them, listening to what they have to communicate, engaging with them
and asking the right questions. Three, four and five year olds come to
school with a rich tapestry of connections they have made about the
world around them. Teachers have to know how to facilitate what
children are able to demonstrate and more importantly they must know
what to look for. Assessment of young children, in its purest form, should