The assessment of children with disabilities in ECE settings in Aotearoa New Zealand

Abstract

Early childhood teachers in Aotearoa New Zealand are grappling with how to implement a strengths-based approach to assess and document children’s learning. Drawing on findings from a mixed-methods study undertaken in 2015 that utilised a nationwide survey and key informant interviews to explore teachers’ assessment knowledge, purposes and practices, this article provides an opportunity to reflect on changes over time. Descriptive, thematic and document analysis of data revealed that teachers were struggling with how best to assess and document children’s needs, identify next steps, and how to best serve children, including children with disabilities, within this strengths-based framework. Additional supports are therefore needed to ensure teachers can effectively assess and document the strengths, interests, and needs of all children.