We need to make the distinction here between the natural investigative and exploratory play essential for learning in the early years and the extended unsupervised 'deep' play opportunities of older children perceived as a separate entity from 'education'.
Most normative developmental 'milestones' occur between birth and five years. How children learn and acquire skills and knowledge at this time is deeply dependant upon the experiences and opportunities available.
Of equal importance is the acquisition of positive dispositions, attitudes and feelings. If our youngest children have a positive self-image they are confident, active and interested learners. Assessment purely to determine the child's interests and level of involvement in self-chosen activities provides the baseline on which to plan how to extend and scaffold learning within a familiar surrounding.
We have moved a long way from target driven ticking of boxes although, I agree, still have a long way to go before we are comparable with Reggio Emilia and Te Whaariki approaches. But at least we now start from the child. That is what true assessment is about.
I would rather not see provision for early years 'play' referred to in a similar context as the play opportunities which older children engage in.
Assessment in its true sense is an essential tool for feeding the child's natural curiosity to learn about the world around them.
* Janet Uwins, early years development officer, Colchester, Essex
