PLAY-BASED ASSESSMENT : A DEVELOPMENTALLY APPROPRIATE APPROACH FOR EARLY CHILDHOOD EVALUATION

Abstract

The assessment of early childhood development is a crucial process for gathering information about children's abilities in various areas to appropriately plan developmental support. However, traditional assessment methods that emphasize formal testing often create stress for children, lack real-world contextual data, and do not align with the natural learning processes of young children who learn through play. This academic article presents the concept of Play-Based Assessment, an assessment approach that allows children to play freely or in purposefully designed situations while teachers observe behaviors, interactions, problem-solving, and skill utilization during play. This assessment method aligns with the nature of early childhood learners, reduces pressure, provides in-depth information in authentic contexts, and comprehensively evaluates all developmental domains. The article also presents various assessment tools such as anecdotal records, checklists, rating scales, and portfolios, along with systematic implementation guidelines for educational institutions, from preparation and implementation to development and improvement. Additionally, it identifies potential obstacles and solutions that may arise in practical implementation.