“Assessment for children’s learning refers to the process of gathering and analysing information as evidence about what children know, can do and understand. It is part of an ongoing cycle that includes planning, documenting and evaluating children’s learning.” (EYLF, P. 17.)
The learning of the child is not directly assessed for the purposes of reporting in Kinder. However, tracking the child’s questions, perceptions and reflections all paint a picture of the existing knowledge, understanding and skills of the child and can indicate starting points for future inquiry or points of provocation.
In alignment with the EYLF, it is recommended for the tracking of the Kinder child’s learning of the Good News for Living that educators use a variety of (ongoing) strategies to collect, document, organise, synthesise and interpret the information that they gather to track learning. The information gathered to depict the child’s learning is to describe their progress and identify their strengths, skills and understandings, and to make the process of learning visible to children and their families, educators and other professionals. (EYLF, p. 17.)
Within the ‘Tracking Understanding’ section of the ‘Early Years’ (Kinder) learning sequences, there are provided for educators some suggested strategies of how evidence may be gathered to track a child’s learning of each of the elements of Good News for Living.