Assessment in infant–toddler education and pedagogical documentation: Foundations and a proposal for an assessment portfolio

Assessment in nursery education (0–3 years) has increasingly shifted from traditional approaches focused on measuring developmental outcomes towards formative, contextualised, and pedagogically meaningful practices. Within this perspective, observation, pedagogical documentation, and reflective interpretation have become central to understanding children's learning and informing educational decision-making. This article examines assessment in nursery education through the lens of contemporary early childhood education and presents a conceptual framework for an assessment portfolio to support pedagogical practice. Drawing on Portuguese and international literature on formative assessment, pedagogical documentation, Learning Stories, reflective practice, and early childhood pedagogy, the article analyses the conceptual foundations of assessment in nursery settings and discusses the educational potential of portfolios as tools for documentation, professional reflection, and communication with families. Based on this theoretical framework, a flexible portfolio guide is proposed to support educators in organising observation, documentation, interpretation, and pedagogical planning. The portfolio is conceptualised not merely as a repository of evidence but as a process of assessment of , for , and as learning that promotes shared meaning-making among educators, children, and families. The article argues that portfolio use can strengthen formative assessment, foster professional reflection, enhance family engagement, and support more ethical, participatory, and child-centred assessment practices in nursery education.