ABSTRACT
This chapter provides an overview of the historical context of preschool psychoeducational assessment, including pertinent legislation, regulations, and political influences that have affected the demand for preschool assessment and the various ways in which it has been conceptualized and conducted. Key purposes of assessment are introduced and discussed, as are several guiding principles for preschool assessment. We provide a review of fundamental psychometric considerations and advocate for a team-based, multifaceted, ecological approach. We conclude the chapter with an overview of assessment methods and procedures and provide a framework for assessment that is consistent with current school-based approaches.
