Abstract:

Early Childhood Education and Care (ECEC) plays a central role in fostering children’s holistic development across cognitive, social, emotional, and learning domains. Despite the recognized importance of assessment in supporting child-centered pedagogical practices, many professionals and educational teams report limited preparation to design and implement comprehensive and developmentally appropriate assessment systems. This communication draws on data from a national survey conducted in Portugal with ECEC teachers (n = 430) working with children aged 3–6 across public, private, and social sector settings. The study employed an online structured questionnaire combining closed- and open-ended items to capture both quantitative and qualitative perspectives. Building on an integrated multi-methods analysis, the research aimed to (i) characterize the assessment competences developed by ECEC professionals during initial teacher education and continuing professional development, and (ii) examine current assessment practices in ECEC contexts in light of the national pedagogical and assessment frameworks. This methodological design allowed for a comprehensive exploration of teachers’ training backgrounds, knowledge, and practices, while highlighting common challenges and opportunities for strengthening assessment literacy within the Portuguese ECEC system.

The findings reveal significant gaps in teacher training related to assessment design, pedagogical innovation, and curriculum development. Although participants acknowledge assessment as a cornerstone of quality practice, many report limited exposure to formative, systematic, and evidence-informed assessment approaches in both initial teacher education and continuing professional development. A deeper analysis highlights the need to strengthen training in areas such as socioemotional development, emergent literacy, child health, and self-regulation, particularly during initial preparation. These outcomes align with international evidence showing uneven preparation and limited hands-on experience with systematic observation, documentation, and data use for planning. Furthermore, results indicate that ECEC professionals’ capacity to design coherent, child-centered assessment systems can be substantially enhanced. Participants reported employing a wide range of methodologies and tools for learning and development assessment—most frequently observational instruments, documentation and reflection, and participatory approaches. Despite this, many professionals expressed challenges in collaboratively constructing effective assessment systems that genuinely inform planning and intervention in ECEC. Strengthening teachers’ competence in assessing and fostering key developmental and learning outcomes is essential to improving pedagogical practice and ensuring the quality of ECEC service delivery. The communication will discuss implications for teacher education, continuous professional development, and institutional support structures. Drawing on national and international evidence and Portuguese policy frameworks, a set of recommendations will be shared to enhance professional learning pathways, build local facilitation capacity, and promote consistent, developmentally appropriate assessment practices aligned with Portugal's ECEC quality goals.

Keywords:

Assessment Practices, Curriculum Innovation, Educational Policy, Teacher Professional Development.