This book combines perspectives on learning and assessment from individual psychology, sociology and the culture of education. The author believes that an early childhood setting can be described as a leaning place in which children develop learning dispositions such as resilience in the face of uncertainty, confidence to express their ideas, and collaborative and thoughtful approaches to problem solving.

Assessment in Early Childhood Settings:
describes a method of assessment which stays close to children's real experiences and provides an alternative to mechanistic and fragmented approaches

shows how to assess what really matters in the learning places that practitioners, children and communities have established

The book is about weaving theory and practice: theorising development and learning as reflected in assessment practice. The author believes that unless we can assess complex and ambitious outcomes in early childhood they will be excluded from teaching and learning, to be replaced by simple and low level outcomes and goals. Ideas and arguments are illustrated throughout by examples from a range of early childhood settings. The book documents the voices of children, practitioners and families as the assessment story develops.