Abstract
Early childhood education (ECE) is probably more vulnerable than any other educational sector to the winds of economic, political, and social change. This is largely due to the lack of a stable and universally agreed upon curriculum core, and because the inputs to the system, namely young children themselves, typically have not received formalized education, which would firmly anchor the ECE curriculum and provide “inertia” to the system. Nonetheless, certain practices are influencing the quality of early childhood education. The practice of testing young children is becoming more and more common, with significant social consequences, yet very little analysis has been carried out to ascertain the value, if any, of such a policy. It is therefore critical that we begin examining the consequences of standardized testing for young children. In this chapter, the practices and policies surrounding ECE and testing will be reviewed and conclusions drawn regarding their current effectiveness.
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Cunningham, A.E. (1993). EENY, MEENY, MINY, MOE: Testing Policy and Practice in Early Childhood. In: Gifford, B.R. (eds) Policy Perspectives on Educational Testing. Evaluation in Education and Human Services, vol 32. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-2226-9_5
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