Assessment in Early Childhood Curriculums: A Comparison of Turkey and New Zealand

Date

2018-06-01

Author

Gülçiçek, Turan
Erden, Feyza
Ay Yalçın, Fatma

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The purpose of this study is to compare the early childhood education curricula in New Zealand (Te Whāriki) and Turkey [ECE] in terms of assessment approaches and processes. The curricula are compared with regard to perceptions of assessment, guidance for teachers on how to assess children, self-assessment of teachers, and additional sources for teachers in assessment. Overall, the curricula regard assessment as a tool enabling educators to obtain knowledge related to children's learning and their development. However, Turkish ECE curriculum differs from Te Whāriki as it includes more detailed guidelines about assessment processes. Moreover, the Turkish curriculum includes a separate section on self-assessment of teachers, whereas there is no emphasis on self-assessment of teachers in Te Whāriki. Lastly, both curricula provide additional sources and samples for teachers on how to do assessment in their classrooms.

Subject Keywords

Assessment in early childhood, Early childhood education curriculum

URI

https://hdl.handle.net/11511/77311

Journal

Uluslararası Eğitim Bilimleri ve Öğrenme Teknolojileri Dergisi

Collections

Department of Educational Sciences, Article

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Citation Formats

T. Gülçiçek, F. Erden, and F. Ay Yalçın, “Assessment in Early Childhood Curriculums: A Comparison of Turkey and New Zealand,” Uluslararası Eğitim Bilimleri ve Öğrenme Teknolojileri Dergisi, pp. 1–10, 2018, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/77311.