Investigating Documentation and Assessment Practices of Early Childhood Teachers

This study aimed to investigate early childhood teachers' experiences of documentation and assessment practices. 15 early childhood teachers were the participants of the study. The data of this study, in which the phenomenological design was utilized, formed semi-structured interviews, and an exploratory nature was followed to underly philosophical presuppositions of the phenomenological approach. The participant teachers' observation and documentation processes and practices, data-driven decision making to guide further plans, and making learning visible through assessment data were the major themes of the findings of this study. It is found that there are important differences in teachers’ assessment practices. Teachers’ use of assessment in their daily routines gives important messages about their professional understanding of teaching and learning. Although observation is a key aspect of teachers’ practices where they mostly conduct during free play times, teachers’ use of observation and assessment data indicate differences. The study concludes with a discussion on suggesting developing teachers’ documentation and assessment skills through effective professional learning.