Evaluation in the Context of Early Language Education Activities
Evaluation in the Context of Early Language Education Activities

Summary/Abstract: A subject around which a series of specialized debates revolve is evaluation, which isattributed the quality of being an integrative element of the educational process,alongside teaching and learning. In the context of current pedagogical thinking,evaluation is an action focused on the child's learning process, engaging theircognitive processes, as well as the regulation and self-regulation of knowledge. Inother words, the process of evaluation goes beyond its traditional meaning – that ofcontrol, examination, and sanction – and tends towards a dynamic focusedparticularly on the child's mental processes, so that they can be aware of what theylearn, how they learn, and especially why they learn. In this article, we haveattempted to present some aspects related to didactic evaluation seen as a validationof the correctness of educational sequences, components of the didactic process, anda means of delimiting, fixing, and intervening in educational content and objectives.Educational activity in kindergarten is complex and requires varied, multiple formsof evaluation adapted to the particularities of preschoolers. The diversity of teachingsituations, as well as the multitude of evaluation objectives, require the conceptionand application of different strategies to mediate the evaluative process.

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