Families, schools, and communities are partners in preparing Maryland's young children to become life-long learners and contributing members of society. Fundamental to the design of developmentally appropriate assessment systems is the knowledge and understanding of the characteristics of young children. Young children develop in predictable stages of maturity that unfold in singular, often uneven patterns and rhythms. The assessment of young children should promote learning, not simply measure it. Young children have the ability to work through activities, to solve problems independently, and to reflect on their thinking.
Young children are active, spontaneous, creative, curious, and capable of self-direction.
Therefore, instruction and assessment must capitalize on these qualities. Assessments of young children should use a variety of methods, including performance-based assessments, systematic and ongoing observations, and a collection of young children's work over time. School readiness is a continuum that begins at birth. The assessments will help identify strengths and needs so that teachers and families can plan for movement along this continuum. Every child can learn, but only informed planning will enable the child's unique potential to develop.