Document Type
Journal Article
Publisher
Early Childhood Australia
Faculty
Faculty of Education and Arts
School
School of Education / Fogarty Learning Centre
RAS ID
10125
Abstract
Developing positive social and emotional growth and development in young children has always been a fundamental priority of early childhood practitioners. However, with an increasing economic and political focus on the foundational early childhood years, there has been a global push for the measurement of outcomes in early childhood education. This paper reports the findings of a major literature review to examine the assessment of social and emotional competence and wellbeing in young children. The review was conducted by a team at Edith Cowan University as part of project funded by the Western Australian Department of Education and Training. It describes a number of issues dominating the early childhood literature about assessment and reports on the complexities of examining a domain that is socially and culturally constructed and where meaning belongs to the individual rather than to the person assessing the individual's behaviours.
Access Rights
free_to_read
Comments
This is an Author's Accepted Manuscript of: Barblett, L. , & Maloney, C. (2010). Complexities of assessing social and emotional competence and wellbeing in young children. Australasian Journal of Early Childhood, 35(2), 13-18. Available here