O relatório da criança como instrumento de avaliação na educação infantil

Abstract

This undergraduate thesis focuses on the child's report as an assessment tool in Early Childhood Education, seeking to analyze its relevance in monitoring the integral development of children and the pedagogical practices of educators. The study aimed to understand how the child's report contributes to formative, continuous, and reflective assessment, in accordance with current legal frameworks. Methodologically, the research is qualitative and exploratory, developed from a bibliographic and documentary survey. The results show that assessment in Early Childhood Education must overcome the merely bureaucratic view of records, becoming a continuous process of observation, documentation, reflection, and pedagogical action. They also presented the child's report as a fundamental instrument, as it allows for reflective and contextualized records of learning, respecting the uniqueness of children, strengthening the dialogue between school and family, and supporting teacher planning. However, the study points to challenges related to the elaboration of consistent reports, which require critical training and pedagogical intentionality on the part of educators. It is concluded that the child's report, when theoretically grounded and used critically, constitutes a humanized assessment practice, capable of valuing individual achievements, guiding new learning, and contributing to the child's holistic development.require critical training and pedagogical intentionality on the part of educators. The conclusion is that descriptive assessments, when theoretically grounded and used critically, constitute a humane assessment practice capable of valuing individual achievements, guiding new learning, and contributing to the child's comprehensive development.