What are the principles of early childhood development evaluation

Early childhood development evaluation is an important means of understanding the developmental status of young children, implementing effective education for young children, and improving the quality of kindergarten education, and is therefore an important part of kindergarten education evaluation. However, in the specific practice of early childhood development evaluation, we found that there are still many problems.

What are the reflections on the evaluation of early childhood development

I. Problems in the evaluation of early childhood development 1 Emphasis on the function of appraisal and evaluation. That is, the value orientation of early childhood evaluation is more important than the function of identification and screening, and some teachers are even keen to grade and label children according to the results of the evaluation, but only did not take into account the function of the evaluation to promote and develop young children, and did not correctly recognize the individual differences in the development of young children. Such evaluation will have a negative impact on the self-confidence and self-esteem of young children.

2 The single-mindedness and one-sidedness of the evaluation content. In some kindergartens, the content of the evaluation of early childhood development focuses on the requirements of knowledge and skills, while the development of other qualities of young children is not enough to pay attention to the performance of non-intellectual factors in the activities of young children, such as positive attempts to be independent and self-confident, the spirit of active exploration, bold interaction, self-expression, the ability to cherish things, caring about the feelings of others and so on have been ignored. The evaluation content is single and one-sided, which easily leads to the inability to objectively and comprehensively evaluate the children.

3 The standardization of evaluation. Traditional evaluation puts young children under a pre-determined***same standard or norm, forcing young children's traits into the framework of adult prediction and control Ⅲ. A neat standard is used to "rank" the whole class of children in terms of the degree of achievement of a certain goal, and even categorize them into good, moderate and poor grades. This kind of evaluation ignores the diversity and difference of the children, violates the richness and complexity of the children's personality, and suppresses the children's individuality and creativity, so it is impossible to reflect the actual situation of the children in a comprehensive and integrated way.

4 Evaluation methods mostly use quantitative evaluation and others' evaluation, while ignoring qualitative evaluation and self-evaluation. Traditional evaluation overemphasizes quantitative evaluation, thinking that quantitative evaluation can better reflect the scientific nature. I don't know that for some young children's evaluation content, such as young children's interest in activities, curiosity, good personality qualities, sense of responsibility and so on. It is difficult to evaluate in a quantitative way. Moreover, such quantitative evaluation results are not conducive to a truly in-depth analysis of the development of young children, and cannot help teachers to understand young children and constantly adjust and improve teaching measures and strategies, so it is impossible to realize the true value of evaluation. In addition, in the past, the evaluation of early childhood development is generally the teacher's evaluation of young children, the teacher controls the evaluation process, which can not mobilize young children in the evaluation process of initiative and enthusiasm.

5 Emphasis on outcome evaluation, ignoring process evaluation. In the past, the evaluation of young children, often pay attention to the results of the evaluation, it is concerned only about the degree of young children to achieve the goal in all aspects, that is, the results of the development of young children, but ignored the process of young children's development, ignored the individual development of the qualities.

6 Inappropriate use of the results of the evaluation of early childhood development. Some kindergartens link ECD evaluation to the quality of teachers' work, and measure the fulfillment of teachers' educational and teaching tasks through the evaluation of young children. Some teachers, for the sake of self-interest, even make false statements in their evaluations, failing to evaluate the development of young children in a truthful manner. Some teachers do not effectively analyze and use the evaluation results to summarize the factors affecting the development of young children. They use them as a basis for improving education and teaching, making the evaluation results a pile of useless data or information. Such evaluation not only affects the authenticity and objectivity of the evaluation of early childhood development, but also has no practical guiding significance for the improvement of teachers' education and teaching process.

With the continuous development of society, society and parents have put forward higher requirements for the quality of early childhood education, which requires early childhood education workers can not stay in the original theory and practice of early childhood development evaluation level, must change the traditional early childhood development evaluation of the wrong tendency, follow the development trend of early childhood development evaluation, set up a new view of early childhood development evaluation, and transformed into the evaluation practice.