Evaluation in the Context of Early Language Education Activities

A subject around which a series of specialized debates revolve is evaluation, which is attributed the quality of being an integrative element of the educational process, alongside teaching and learning. In the context of current pedagogical thinking, evaluation is an action focused on the child's learning process, engaging their cognitive processes, as well as the regulation and self-regulation of knowledge. In other words, the process of evaluation goes beyond its traditional meaning – that of control, examination, and sanction – and tends towards a dynamic focused particularly on the child's mental processes, so that they can be aware of what they learn, how they learn, and especially why they learn. In this article, we have attempted to present some aspects related to didactic evaluation seen as a validation of the correctness of educational sequences, components of the didactic process, and a means of delimiting, fixing, and intervening in educational content and objectives. Educational activity in kindergarten is complex and requires varied, multiple forms of evaluation adapted to the particularities of preschoolers. The diversity of teaching situations, as well as the multitude of evaluation objectives, require the conception and application of different strategies to mediate the evaluative process