Bedömning av barn i förskolan : Förskollärares syn på bedömning av förskolebarn - en vetenskaplig essä

Sammanfattning: This essay covers the increasingly prevalent issue of the assessment of preschool children. The revised curriculum for preschool (Lpfö 98, 2016) prescribes on us educators constant documentation by children's learning and development. The purpose of the documentation is to develop preschool activities. We document children's learning in different ways, for example through observations, photography or video recording. When we reflect on the dokumentation, it becomes an educational documentation. The educational documentation, help us to realise what the children have learned and what educators need to change or develop to achieve goals. We also make plans on how we will take care of different situations and whom we would like to involve in this work. This alternative approach requires a certain assessment of children. The purpose of this essay is to problematize and reflect on the assessment of preschool children. My own formulation is intertwined with three stories my preschool colleagues told about their experiences of assessing children. Our thoughts are examined and reflected in our practical knowledge, power relationships, responsibility and socialization in preschool culture. The assessment of preschool children does not only happen here and now, but has also historically developed in various forms. Research also shows different trends in assessment culture. In the revised curriculum, the assessment culture approaches the Anglo-Saxon tradition, which places the focus of evaluationon the child instead of the preschool activity.