DIGITAL ASSESSMENT IN EARLY CHILDHOOD EDUCATION: PRACTICES, CHALLENGES AND PEDAGOGICAL IMPLICATIONS

Abstract

The present study examines the role of digital educational platforms in supporting assessment practices within preschool education, a domain that remains underexplored despite the rapid digitalization of the broader educational landscape. Grounded in the distinctive characteristics of early childhood assessment—namely its formative, holistic, and observation-based nature—this research investigates how digital tools are integrated into everyday pedagogical practices and to what extent they align with developmentally appropriate approaches. Educators report increased efficiency, accessibility of records, and richer representations of learning as key benefits. However, challenges such as increased workload, varying levels of digital competence, and concerns regarding data privacy and over-documentation persist. Furthermore, while digital assessment tools have the potential to support holistic development, their effectiveness largely depends on pedagogical implementation; when used uncritically, they may risk fragmenting developmental understanding . The study concludes that digital platforms can meaningfully enhance assessment practices in early childhood education when they are employed as supportive tools within child-centered, reflective pedagogies. It highlights the need for professional development, ethical guidelines, and pedagogical frameworks to ensure that digital assessment aligns with the core principles of early childhood education.