Date of Award

2024

Degree Type

Dissertation

Degree Name

Master of Education (MEd)

First Advisor

Dr Nasima Syed Shakeel Ahmed Jan

Department

Institute for Educational Development, Karachi

Abstract

Early Childhood Education and Development (ECED) plays an important role in laying the initial cognitive, social, emotional and physical skills that are the building blocks of lifelong learning, development and well-being. In ECED, Formative Assessment (FA) plays a crucial role in supporting children’s holistic development by providing educators with insights into children learning and development that can guide individualized learning strategies, encourage active engagement, and foster personal growth. The present study sought to examine the role of FA (through systematic observations and anecdotal record-keeping) in supporting the developmentally appropriate practices for 4- to 5-year-old children in an early year’s classroom. 
The study employed a qualitative action research design involving three iterative cycles of data collection, conducted over a period of two months. The research engaged one Early Childhood Education (ECE) classroom, with the teacher serving as a critical friend (CF). Additionally, a focus group comprising six children was included as research participants. Tools such as focus groups were used separately to gather detailed insights and ensure robust data collection. Various methods of data collection were used including pre and post interviews from the CF, observations, anecdotal records, artifacts, reflective journals and feedback sessions on children learning and engagement with Formative Assessment Classroom Techniques (FACTs). Findings reveal that integrating FACTs properly with objective documentation of observation significantly enhances children’s engagement, social interaction, and emotional resilience and supports their holistic development. This gave teachers greater insight into the developmental pathways of individual students and opportunities to provide personalized, timely support. 
These findings affirm the effectiveness of FA in fostering inclusive, adaptive learning environments in early childhood education, supporting comprehensive child development through FACTs implementation and effective documentation. This study provided a base for further research to investigate the long-term effects of FA integration on child development across diverse ECED settings.

First Page

1

Last Page

116

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