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Perhaps more than any other period of development, early childhood relies on a wide range of assessment methods. The use of a specific method is driven by the purpose of the assessment, the availability of assessment tools, and the training demands for the individual completing the assessment. General consensus in early childhood education is that assessments should rely on multiple methods when possible, and that these methods should be used in ways that approach the child in the most authentic way possible. Multiple methods provide the greatest flexibility to describe this period, while assessing children in naturally occurring environments minimizes the child’s test burden (or even awareness), allowing a more valid view of the child. While a full discussion of assessment methods is beyond ...

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