ABSTRACT
The chapter suggests that opportunities begin with consideration of the learning environment; curriculum planning and with assessment for learning. It shows that in any early childhood education and care (ECEC) setting, children are at different stages in their development and learning. The chapter explores the role of assessment in informing inclusive practice in ECEC. It examines the need for educators to undertake systematic assessments of children's learning and development, so that they can determine what children know and understand, identify priority learning needs, plan and implement appropriate, relevant and motivating learning experiences for each child. The chapter discusses also the concept of authentic assessment, which is compatible with a whole-child perspective on learning and development. It addresses reflective practice, which is an essential skill that enables early childhood educators to review and analyse their practice in order to improve inclusive provision for children with special educational needs.
