Abstract In recent years, technologies used in early childhood settings have advanced significantly, including digital documentation and platforms to support assessment and evaluation processes. Many digital platforms already used by educators now include features powered by Generative AI (GenAI)—positioning it within the broader continuum of digital tools that support assessment and evaluation. The rapid advancement and integration of GenAI is outpacing the availability of empirical research to inform and guide use. While emerging research explores GenAI use in wider educational contexts, there is a stark lack of research focusing on use by early childhood educators. To address this research gap, this paper employs a hybrid approach that includes a scoping review and position piece. The scoping review investigates educators’ experiences with digital technology as a resource to support assessment for , assessment of , and assessment as learning. These findings inform a position piece on the potential implications of GenAI tools featuring in early childhood assessment and evaluation processes. Findings demonstrate a clear alignment between the potential benefits and challenges of using GenAI and those already associated with other digital tools. Particular points for consideration in relation to GenAI use include implications for pedagogical documentation, participation and voice in assessment processes, and educator skills and knowledge. Findings also identify the need to foster critical digital literacy skills and critical reflection skills. Overall, this paper highlights the urgent need for empirical research on early childhood educator use of GenAI to better understand current practices and future directions in an increasingly GenAI-assisted world.
Bittner et al. (Fri,) studied this question.
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