Investigating Documentation and Assessment Practices of Early Childhood Teachers

This study aimed to investigate early childhood teachers' experiences of documentation andassessment practices. The study was conducted with 15 early childhood teachers. Semistructuredinterview protocol was used for the data of study, in which the phenomenologicaldesign was utilized with an exploratory nature. The participant teachers' observation anddocumentation processes and practices, planning through assessment, and sharingassessment data were the major themes of the findings of this study. It was found that therewere important differences in teachers’ assessment practices. Teachers’ use of assessmentin their daily routines provided important messages about their professional understandingof teaching and learning. Although observation was a key aspect of teachers’ practices, whichthey mostly conducted during free play times, teachers’ use of observation and assessmentdata indicated differences. The study concluded with a discussion on suggesting developingteachers’ documentation and assessment skills through effective professional learning