Use of Dynamic Assessment With Children in the Early Years Foundation Stage: A Review of the Literature

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Hussain, S., Woods, K. and Williams, C. 2019. Use of Dynamic Assessment With Children in the Early Years Foundation Stage: A Review of the Literature. Educational Psychology Research and Practice. 5 (1), p. 1–14. https://doi.org/10.15123/uel.88733
AuthorsHussain, S., Woods, K. and Williams, C.
Abstract

In England, the Early Years Foundation Stage (EYFS) curriculum (ages 0 to 5) emphasises the use of a play-based approach, focusing on the needs, interests and developmental stages of children. Dynamic assessment (DA) represents an opportunity for educational psychologists (EPs) (Hill, 2015) to utilise a play-based approach for assessing the functional behaviour of children who find it difficult to engage with formal and static testing situations (Tzuriel, 2000). However, it is one of the least utilised methods in EP practice (Hill, 2015).

Using systematic literature review methodology and research quality assessment frameworks, this paper examines the usefulness of DA with children in the EYFS. The review indicated mixed results for the usefulness of DA. DA added value to static assessments for cognitive and linguistic functioning, reduced the risk of biased assessment and contributed predictive information about later independence. Future research should explore EPs’ use of DA in the EYFS.

JournalEducational Psychology Research and Practice
Journal citation5 (1), p. 1–14
ISSN2059-8963
Year2019
PublisherSchool of Psychology, University of East London
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Anyone
Digital Object Identifier (DOI)https://doi.org/10.15123/uel.88733
Publication dates
Online2019
Publication process dates
Deposited18 Sep 2020
Copyright holder© 2019 The Authors
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