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Assessment of children as confident and involved learners in Early Childhood Education and Care: Literature review
Early Childhood Education
  • Dan Cloney, Australian Council for Educational Research (ACER)
  • Jen Jackson, Australian Council for Educational Research (ACER)
  • Pru Mitchell, Australian Council for Educational Research (ACER)
Publication Date
5-9-2019
Subjects
Cognitive development, Frameworks, Early childhood education, Self efficacy, Preschool children, Problem solving, Student assessment, Student engagement, Literature reviews
Abstract

This literature review is one of a series of reviews to support Victorian early childhood professionals to assess children’s learning and development in relation to the five Learning and Development Outcomes in the Victorian Early Years Learning and Development Framework (VEYLDF). This literature review documents the research that underpins and defines learning for children from birth to eight years, and outlines children’s trajectory as confident and involved learners. The resource aims to equip early childhood professionals with the knowledge to identify and assess children’s progress towards the VEYLDF Outcome: 'Children are confident and involved learners'.

Place of Publication
Melbourne, Australia
Publisher
Victorian Curriculum and Assessment Authority
ISBN
978-1-925867-29-9
Geolocate
(-37.8094299, 144.97177940000006)
-37.8094299
144.97177940000006
Citation Information
Cloney, D., Jackson, J., & Mitchell, P. (2019). Assessment of children as confident and involved learners in Early Childhood Education and Care.: Literature review. Melbourne, Australia: Victorian Curriculum and Assessment Authority. Retrieved from https://www.vcaa.vic.edu.au/Documents/earlyyears/EYLitReviewLearning.pdf