Further Readings

Chapter 1: Introduction – Reclaiming Assessment

Bruce, T., Louise, S. and McCall, G. (2015) Observing Young Children. London: SAGE.

Carr, M. (2001) Assessment in Early Childhood Settings. London: Paul Chapman.

Drummond, M.J. (1993) Learning to See: Assessment through Observation. York, ME: Stenhouse.

Glazzard, J., Chadwick, D., Webster, A. and Percival, J. (2010) Assessment for Learning in the Early Years Foundation Stage. London: SAGE.


Chapter 2: Why is Assessment Important?

Blenkin, G.M. and Kelly, A.V. (1992) Assessment in Early Childhood Education. London: Paul Chapman.

Carter, C. and Nutbrown, C. (2013) ‘The tools of assessment: Watching and learning’, in G. Pugh and B. Duffy (eds), Contemporary Issues in Early Years, 6th edition. London: SAGE.

Dunphy, E. (2010) Assessing early learning through formative assessment: key issues and considerations. Irish Educational Studies, 29 (1): 41–56.


Chapter 3: What are the Purposes of Assessment?

Dowling, M. (1992) Education 3–5: A Teacher’s Handbook. London: Paul Chapman.

Fisher, J. (2008) Starting from the Child: Teaching and Learning. Maidenhead: Open University Press.

Howard, S., Nicholson, N. and Williams, C. (2016) ‘Assessment’, in The Early Years Foundation Stage, 3rd edn. London: SAGE.

Swaffield, S. (ed.) (2008) Unlocking Assessment: Understanding for Reflection and Application. London: David Fulton.


Chapter 4: Significances and Signifiers of Child Development

Crowley, K. (2014) Child Development. London: SAGE.

Laevers, F. and Declercq, B. (eds) (2012) A Process-Orientated Monitoring System for the Early Years (POMS). CEGO.

Marsden, L. and Woodbridge, J. (2005) Looking Closely at Learning and Teaching … A Journey of Development. Huddersfield: Early Excellence.

Stewart, N. (2011) How Children Learn: The Characteristics of Effective Early Learning. London: Early Education.


Chapter 5: The Intuitive Professional

Gooch, K. (2010) Towards Excellence in Early Years Education: Exploring Narratives of Experience. Abingdon: Routledge.

Hanson, K. and Appleby, H. (2014) ‘Reflective practice’, in A Critical Companion to Early Childhood. London: SAGE.

Lindon, J. (2012) Reflective Practice and Early Years Professionalism: Linking Theory and Practice (LTP). London: Hodder.

Rose, J. and Rogers, S. (2012) The Role of the Adult in Early Years Settings. Maidenhead: McGraw-Hill.


Chapter 6: Establishing Eight Principles for Effective Early Years Assessment

Bagnato, S. J., Neisworth, J. T. and Pretti-Frontczak, K. L. (2010) LINKing Authentic Assessment and Early Childhood Intervention: Best Measures for Best Practices, 4th edn. Baltimore, MD: Brookes.

DfES (2007) Creating the Picture. London: DfES.


Chapter 7: Assessment in Practice

Barber, J. and Paul-Smith, S. (2012) Early Years Observation and Planning in Practice: Your Guide to Best Practice and Use of Different Methods for Planning and Observation in the EYFS. London: Practical Pre-School Books.

Hutchin, V. (1996) Tracking Significant Achievement in the Early Years. London: Hodder Education.

Kamen, T. (2013) Observation and Assessment for the EYFS. London: Hodder Education.


Chapter 8: Assessment in the Early Years Foundation Stage

Department for Education (DfE) (2012) The Statutory Framework for the Early Years Foundation Stage. London: DfE.

Department for Education (DfE) (2013) Early Years Outcomes. London: DfE.

Early Education (2012) Development Matters in the Early Years Foundation Stage. Early Education.

Luff, P. (2013) ‘Observations: recording and analysis in the Early Years Foundation Stage’, in I. Palaiologou (ed.), The Early Years Foundation Stage, 2nd edn. London: SAGE.


Chapter 9: The 2-Year-Old Progress Check

Clare, A. (2012) Creating a Learning Environment for Babies and Toddlers. London: SAGE.

DfE (2014) Implementation Study: Integrated Review at 2–2 ½ Years – Integrating the Early Years Foundation Stage Progress Check and the Healthy Child Programme health and development review. London: DfE.

DfE/DoH/NCB (2014) Implementing Integrated Reviews in health and early years at age two years.

Lindon, J. (2012) What Does It Mean to Be Two? London: Practical Pre-School Books.

NCB (2012) A Know How Guide: The EYFS Progress Check at Age Two. London: DfE.

National Children’s Bureau Early Childhood Unit (2015) The Integrated Review London: NCB. Available at: www.ncb.org.uk/media/1201160/ncb_integrated_review_supporting_materials_for_practitioners_march_2015.pdf


Chapter 10: The Early Years Foundation Stage Profile

Dubiel, J. (2013) ‘Tiaras may be optional – the truth isn’t: the Early Years Foundation Stage Profile and accurate assessment’, in S. Featherstone (ed.), Supporting Child-initiated Learning: Like Bees not Butterflies. London: Featherstone.

Ofsted School Inspection Handbook 2015

Standards and Testing Agency (2016) Early Years Foundation Stage Profile Handbook. London: DfE.


Chapter 11: The Baseline Assessment 2015 Onwards     

Allingham, S. (2015) ‘Making baseline choices’, Early Years Educator, 17 (1).

Dubiel, J. (2016) ‘If we have no official accountability in early years, is the implication that what happens there doesn’t matter?’ TES, 11th April 2016.