Researchers from the Faculty of Humanities and Education Sciences have published their book, “Evaluation in Early Childhood Education”

Researchers from the Faculty of Humanities and Education Sciences have published their book, “Evaluation in Early Childhood Education”

The authors, members of the Hazitegi research group, presented the book on the Eskoriatza campus.

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Instructors and researchers from Mondragon University’s Faculty of Humanities and Education Sciences have published a new book. The authors include publication coordinator Alexander Barandiaran, Itziar Arregi, Eider Salegi and Iñaki Larrea from the Hazitegi research group, and Nagore Iñurrategi and Agurtzane Martinez from the Zehar group. They presented their book, La evaluación en educación infantil (Evaluation in Early Childhood Education) on May 26.

 

In their presentation, which took place on the Eskoriatza campus, the authors explained their purpose in writing the book: to create a new approach to evaluation in early childhood education and a framework for understanding, to illustrate them using real cases, observation tools and evaluation, and to provide a description of the processes involved.

The authors’ intention is to have an impact on a change of perspective regarding evaluation, focusing it more on the evaluation of the context of the child him- or herself, since they are certain that this will lead to changes in the schools and to practices that are better adapted to the needs of minors, their families and their educators.

The book, published by Catalan publishing house Graó, takes a close look at the following aspects:

1. Focus on context-based evaluation. Limits of traditional evaluation. Innate abilities in early childhood. The impact of context on development.
2. Why evaluate. Well-being of minors, their educators, their families, and the community. Personal and professional development of educators. Continuous innovation and educational transformation.
3. How to evaluate. Gathering information. Observation. Dialogue.
4. What to evaluate. Physical context. Space. Materials.
5. When to evaluate. Follow-up. Each grade level. The end of the stage.
6. Child participation in evaluation. The child as an active agent in evaluation. People with rights. Experts on their own lives.
7. Families in evaluation. Documentation. Meetings between families and educators. When to meet.
8. Implementing context-based evaluation. Relationship with myself. Relationship with my colleagues and with the group. Impact of the proposal on each child: follow-up.