Referentes de evaluación para el aprendizaje en educación inicial, favorecedores del desarrollo integral en niños y niñas de Bogotá, Colombia

Abstract

This educational research focuses on the lack of guidance regarding assessment in early childhood education. The main objective is to contribute theoretically to integral development by proposing assessment referents for learning at this educational level. To support this, the PRISMA protocol was followed through a systematic and exhaustive review of the existing literature, which made it possible to identify research gaps and examine key aspects related to assessment in early childhood education. The theoretical framework was based on the interpretive paradigm of knowledge construction, as it provides tools to understand complex human interactions, as well as the importance of dialogue and interpretation in specific contexts. Likewise, the principles of hermeneutics proposed by Gama (2021) were adopted as the interpretative method. The conceptual framework was organized around the identified categories: integral development, assessment for learning, participation of school community actors, normative referents, and educational policies. The research adopted a qualitative approach, using phenomenography as the method to explore the experiences and perceptions of the individuals involved. Data collection was carried out through semi-structured interviews, documentary analysis, and participatory analysis. The study included the voices of a group of 20 children, 7 education experts, and one representative of parents and teachers per locality, covering a total of 20 public institutions in Bogotá. In summary, the understandings obtained were vital for the construction of learning assessment referents.