EVALUATION IN EARLY CHILDHOOD EDUCATION

Abstract

This article addresses assessment in Early Childhood Education, highlighting the importance of this process for the integral development of children, as recommended by the Law of Guidelines and Bases of National Education (LDB) and the National Curricular Guidelines for Early Childhood Education (DCNEIs). In the Brazilian educational context, assessment is often misinterpreted, being seen as a classificatory tool, while it should be understood as a means of monitoring and promoting learning. The objective of this paper is to discuss the assessment instruments used in Early Childhood Education, emphasizing their relevance for monitoring children's progress and promoting effective communication between educators and families. The methodology adopted is qualitative in nature, based on a review of specialized literature in the area of ​​Early Childhood Education. Academic articles and official documents that support recommended assessment practices were analyzed, allowing for a critical reflection on the methods used. The results indicate that the main assessment instruments include narrative records, portfolios, descriptive reports, interviews and meetings with families, in addition to the use of photographs and videos and self-assessment activities. These tools not only help educators understand children’s development, but also strengthen the partnership between schools and families, promoting a more collaborative learning environment. The final considerations reinforce the need for an assessment approach that values ​​each child’s individuality and the context in which they are inserted. A well-structured assessment not only informs about the student’s progress, but also guides pedagogical practices, ensuring that Early Childhood Education is a meaningful learning space, where each child can fully develop. In this way, assessment becomes a vital instrument for the formation of critical and autonomous citizens.