Roberts-Holmes, G;
(2017)
Loris Malaguzzi, Reggio Emilia and Democratic Alternatives to Early Childhood Education Assessment.
FORUM
, 59
(2)
pp. 159-168.
10.15730/forum.2017.59.2.159.
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Abstract
This article responds to the dangers arising from baseline assessment in reception classes. It contrasts predictive testing which claims to ascertain each child's ability and potential with the processes of observation, documentation and discussion developed in Reggio Emilia. It explores the two very different understandings of children which they reflect.
| Type: | Article |
|---|---|
| Title: | Loris Malaguzzi, Reggio Emilia and Democratic Alternatives to Early Childhood Education Assessment |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.15730/forum.2017.59.2.159 |
| Publisher version: | http://dx.doi.org/10.15730/forum.2017.59.2.159 |
| Language: | English |
| Additional information: | This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10039702 |
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