Abstract:

The aim of this article was to know the form Early Childhood Education students apply evaluations to children during pre-professional internship with the intention to provide experience to professionals in education. However, it was evidenced that forming teachers in a public university in Ecuador did not have the chance to evaluate children during the internship period, and those who had that opportunity used different strategies depending on the period of the schoolyear in which they had contact with the children, or the educational centre where they practiced. Since evaluation allows to know the students´ level of knowledge, helps to provide feedback and identify the infants learning process as well as how developed their skills are, it is an essential competence a teacher must fully develop. To determine the relationship between pre-professional practices and child evaluation, a survey was applied to the interns and an interview to a group of teachers involved in the topic. The study showed the different types, techniques, instruments, and evaluation agents mostly used by interns during pre-professional internships establishing the most significant processes. To achieve better results, the Early Childhood Education School must create evaluation standards according to its expertise field, on which they include among other aspects, a process focused on the application of evaluation in its different ways during the internship process.

Keywords:

Pre-professional practices, evaluation, early childhood education.