ABSTRACT
One of the characteristics of evaluation practices in early education is the lack of numerical grades. However, assessment practices in early childhood education are not exempt from tensions and paradoxes. The article is based on open interviews to teachers, about pedagogical issues that underlie at conceptions of assessment. The article also offers a reflection about evaluations in the kindergarten and the individual reports in which the results of the evaluation are usually communicated. At this point, the contrast between two models is observed: that of the taxonomic report, and another, less frequent, which relates in a more open way the experiences of school life.
Keywords
Early childhood; Kindergarten; Assessment practices