Assessment in the early years relies mainly on observation rather than formal testing. Practitioners watch children during play and routines, record what they notice, and use it to understand each child’s development and plan next steps. The guiding principle is that assessment here is about understanding and supporting each child, never ranking or testing them.
Observation as the main tool
Because young children cannot show understanding through written tests, observation during natural activity is the primary assessment method.
It captures real abilities in context.
Documenting development
Practitioners record observations through notes, photos, checklists or learning journals to build a picture over time.
Documentation makes progress visible and shareable with families.
Using assessment to plan
The purpose of assessment is formative: to identify interests, strengths and needs so you can plan supportive next steps.
It guides teaching rather than ranking children.
Involving families
Sharing observations with parents builds a fuller picture and supports consistency between home and setting.
Family input is a valuable part of early years assessment.
Making observation manageable and useful
Observation is only helpful if it is manageable, so practitioners use quick, regular notes, photos or simple checklists captured during normal activity rather than stopping to run formal tests.
What turns observation into assessment is using it — reviewing notes to spot interests, strengths and next steps, and sharing them with families so support stays consistent and purposeful.
Using assessment to support every child
The purpose of early years assessment is to understand and support each child, so observations should lead to action — adjusting activities, offering help or extending interests.
Sharing what you notice with families builds a fuller picture and keeps support consistent between home and setting.
Where observations raise concerns, referring to appropriate professionals ensures the child gets timely help, since early years assessment guides support rather than diagnosing.
Assessment that leads to action
Early years assessment should lead to action — adjusting activities, offering help or extending interests — rather than simply recording judgements.
Sharing observations with families keeps support consistent, and genuine concerns are referred to appropriate professionals.
What to check
- Observation during play and routines
- Clear, factual documentation
- Using findings to plan next steps
- Tracking progress over time
- Sharing with families appropriately
- Quick, regular observation methods
- Using notes to plan and share
Important distinction
Early years assessment is observational and formative, not a formal test or diagnosis. Concerns about development should be referred to appropriate professionals.
Related quick questions
Do you test young children?
Why document observations?
What if I notice a concern?
Does assessment disrupt play?
What do I do with observations?
Is early years assessment a diagnosis?
What is the purpose of early years assessment?
Should I share observations with families?
What is assessment for?
Should I share observations?
Related LCT pathway
The Early Childhood Care and Education pathway at London College of Teachers is the most directly related programme.
Explore Early Childhood Care and Education