The aim of assessment is to increase the knowledge of preschool teachers, children, other staff and parents about children’s skills, learning and well-being. The information from the assessment is used to support children’s learning and well-being, in planning preschool activities in collaboration with children and parents. The assessment should also ensure that equality and children’s rights are respected. It is important that assessment is based on the participation and cooperation of preschool teachers, other staff, children and parents. Children should, in accordance with their age and development, participate in assessing their learning, setting goals and making suggestions for ways forward.

Information gathering must lead to improvements for the child and support their learning and well-being. Each preschool should base data collection on diverse methods that take into account children’s different ways of expressing themselves and develop a working method for collecting, recording, organizing and analyzing information. Each preschool’s working method must be explained in the school curriculum and made accessible to those concerned and linked to the preschool’s internal evaluation as appropriate.

Assessment of children’s play, learning and well-being in preschools should take into account their interests, abilities and skills. Assessment should, among other things, strengthen a child’s self-image and belief in their own abilities, as well as promote equality in education. Assessment, carried out in collaboration between preschools, parents and children, contributes to a better understanding and insight into children’s learning processes, their interests and strengths. Information is regularly collected in a targeted and diverse way; about what children are interested in, what they do and what they are capable of, with the aim of promoting their learning and well-being. Assessment processes should be integrated into the daily work of the preschool, be based on children’s play as their learning path and reflect the goals of the preschool’s work and the preschool’s school curriculum.

Assessment of children’s play, learning and well-being in preschools should take into account their interests, abilities and skills. Assessment should, among other things, strengthen a child’s self-image and belief in their own abilities, as well as promote equality in education. Assessment, carried out in collaboration between preschools, parents and children, contributes to a better understanding and insight into children’s learning processes, their interests and strengths. Information is regularly collected in a targeted and diverse way; about what children are interested in, what they do and what they are capable of, with the aim of promoting their learning and well-being. Assessment processes should be integrated into the daily work of the preschool, be based on children’s play as their learning path and reflect the goals of the preschool’s work and the preschool’s school curriculum.

Assessment of children’s learning and well-being is both individual-based and group-based. Individual-based assessment is based on the strengths and skills of each child with the aim of strengthening and empowering them. Group-based assessment is intended to strengthen a group of children or the position of individual children in the group. This includes assessing whether the preschool work reflects the diversity of the group of children and society. It is necessary to examine how children have access to a learning environment that supports their autonomy, skills, learning and well-being. The assessment is primarily improvement-oriented and improvements consist of adapting the learning environment and learning methods to children, so that each child’s abilities can be enjoyed in the preschool work.

Individualized assessment focuses on;

• the mental and physical well-being of each child,
• its skills in daily activities,
• a child’s experience of belonging to the children’s group,
• how a child enjoys playing,
• autonomy and independence,
• perspectives, interests, ideas and hypotheses,
• initiative and creativity in play and daily work,
• participation in indoor and outdoor play,
• social skills and empathy,
• expression and communication,
• a child’s influence.

In group-based assessment, emphasis is placed on;

• the diversity of a group of children,
• the position of individual children in a group,
• interests, ideas and hypotheses of a group of children,
• development of play in a children’s group,
• children’s participation and interaction in play,
• children’s access to play materials,
• children’s autonomy,
• manifestations of preschool learning areas in play.