ABSTRACT
This chapter focuses on the role children can play in assessing their own learning and skills in collaboration with practitioners in early years settings. Drawing on key principles of Bronfenbrenner's theory, the importance of building a pedagogy promoting and respecting children in practice in early childhood is reinforced. Bronfenbrenner's positioning of children at the centre of their development highlights increased participation for young children in matters affecting their lives. Assessment of children's learning typically involves using a range of tools at different times to generate a comprehensive picture of the learning and development that is emerging. The chapter also focuses on the term 'agency' with regard to early childhood and on the different ways in which it can be expressed. It highlights some of the tensions and discussions around the viability and feasibility of locating the child at the centre of practice in early years learning.
