Advanced search
Publication Cover
Early Years
An International Research Journal
Volume 34, 2014 - Issue 2: Pedagogical Documentation
Submit an article Journal homepage
9,772
Views
25
CrossRef citations to date
0
Altmetric
Articles

Playing the assessment game: an English early childhood education perspective

Jo BasfordFaculty of Education, Early Years and Childhood Studies, Manchester Metropolitan University, Manchester, UK
&
Caroline BathEducation and Early Childhood Studies, Liverpool John Moores University, Liverpool, UKCorrespondence[email protected]
Pages 119-132 | Received 09 Nov 2013, Accepted 07 Mar 2014, Published online: 24 Apr 2014

Citations (25)

Keep up to date with the latest research on this topic with citation updates for this article.

Subscribe to citation updates

Read on this site (15)

Alyson Lewis. (2023) Understanding how practitioners in Wales assess well-being in the early years curriculum. Education 3-13 51:5, pages 780-792.
Read now
Xuan Ru Tan & Weipeng Yang. (2022) Pedagogical documentation as a curriculum tool: making children’s outdoor learning visible in a childcare centre in Singapore. European Early Childhood Education Research Journal 30:2, pages 281-295.
Read now
Zoe Lewis. (2021) Policy and the image of the child: a critical analysis of drivers and levers in English early years curriculum policy. Early Years 41:4, pages 321-335.
Read now
Johanna Birkeland, Valborg Baste & Elin Eriksen Ødegaard. (2020) Observation as a professional tool in Norwegian kindergartens and kindergarten teacher education. Cogent Education 7:1.
Read now
Jo Basford. (2019) The early years foundation stage: whose knowledge, whose values?. Education 3-13 47:7, pages 779-783.
Read now
Lynn Stammers & Anthony Williams. (2019) Recognising the role of emotion in the classroom; an examination of how the psychoanalytic theory of containment influences learning capacity. Psychodynamic Practice 25:1, pages 33-43.
Read now
Rachel E. Schachter, Tara M. Strang & Shayne B. Piasta. (2019) Teachers’ experiences with a state-mandated kindergarten readiness assessment. Early Years 39:1, pages 80-96.
Read now
Jinju Kang & Daniel J. Walsh. (2018) Documentation as an integral part of teaching: early childhood teachers’ systematic search for good teaching. Journal of Early Childhood Teacher Education 39:4, pages 262-277.
Read now
Emilie Moberg. (2018) Children, sub-headings and verbal discussions creating evaluations: acknowledging the productiveness of ambivalence. Pedagogy, Culture & Society 26:3, pages 363-379.
Read now
Ruth Davies & Paula Hamilton. (2018) Assessing learning in the early years’ outdoor classroom: examining challenges in practice. Education 3-13 46:1, pages 117-129.
Read now
Helen Knauf. (2017) Documentation as a tool for participation in German early childhood education and care. European Early Childhood Education Research Journal 25:1, pages 19-35.
Read now
Sue Waite, Orlando Rutter, Adrian Fowle & Andrew Edwards-Jones. (2017) Diverse aims, challenges and opportunities for assessing outdoor learning: a critical examination of three cases from practice. Education 3-13 45:1, pages 51-67.
Read now
Sally Neaum. (2016) School readiness and pedagogies of Competence and Performance: theorising the troubled relationship between early years and early years policy. International Journal of Early Years Education 24:3, pages 239-253.
Read now
Karen Daniels. (2016) Exploring enabling literacy environments: Young children's spatial and material encounters in early years classrooms. English in Education 50:1, pages 12-34.
Read now
Helen Knauf. (2015) Styles of documentation in German early childhood education. Early Years 35:3, pages 232-248.
Read now

Articles from other publishers (10)

Jo Albin-Clark. (2020) What is documentation doing? Early childhood education teachers shifting from and between the meanings and actions of documentation practices. Contemporary Issues in Early Childhood 22:2, pages 140-155.
Crossref
Helen Knauf. (2019) Documentation Strategies: Pedagogical Documentation from the Perspective of Early Childhood Teachers in New Zealand and Germany. Early Childhood Education Journal 48:1, pages 11-19.
Crossref
Sofie Areljung & Janette P. Kelly-Ware. 2020. Documentation in Institutional Contexts of Early Childhood. Documentation in Institutional Contexts of Early Childhood 187 204 .
Alyson Lewis. (2019) Examining the concept of well-being and early childhood: Adopting multi-disciplinary perspectives. Journal of Early Childhood Research 17:4, pages 294-308.
Crossref
Ishita Chordia, Jason Yip & Alexis Hiniker. (2019) Intentional Technology Use in Early Childhood Education. Proceedings of the ACM on Human-Computer Interaction 3:CSCW, pages 1-22.
Crossref
Debra J. Ackerman. 2019. The Wiley Handbook of Early Childhood Care and Education. The Wiley Handbook of Early Childhood Care and Education 537 566 .
Debra J. Ackerman. (2018) Real World Compromises: Policy and Practice Impacts of Kindergarten Entry Assessment‐Related Validity and Reliability Challenges. ETS Research Report Series 2018:1, pages 1-35.
Crossref
Diane Boyd & Nicky Hirst. 2018. Handbook of Sustainability Science and Research. Handbook of Sustainability Science and Research 877 892 .
Sigrid Brogaard Clausen. (2015) Schoolification or early years democracy? A cross-curricular perspective from Denmark and England. Contemporary Issues in Early Childhood 16:4, pages 355-373.
Crossref
Glenda Anthony, Claire McLachlan & Rachel Lim Fock Poh. (2015) Narrative assessment: making mathematics learning visible in early childhood settings. Mathematics Education Research Journal 27:3, pages 385-400.
Crossref

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.