Complexities of assessing social and emotional competence and wellbeing in young children

Lennie Barblett Carmel Maloney Edith Cowan University

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.

Australasian Journal of Early Childhood – Volume 35 No 2 June 2010

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Vol. 35 No 2 June 2010
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Last updated: (April 1, 2014 at 2:41 pm)

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