How Preschools Assess Development: Observation and Progress

Why assessment in preschool is different

Young children do not show what they know by sitting down and answering questions on paper. They show it by building, drawing, talking, pretending, climbing and solving problems in play. A child who cannot name the number four on a card may happily count four cups when setting the table. For this reason, most early years approaches favour assessment that happens during normal daily activities rather than formal tests.

The main purpose of assessment in preschool is not to rank or label children. It is to understand each child's strengths, interests and needs, so that adults can support the next steps in their learning. Good assessment also helps teachers notice early if a child might benefit from extra support, so that families can seek advice in good time.

Observation in the early years

Observation is at the heart of how preschools assess development. Teachers watch children during play, routines and group activities and make notes about what they see and hear. These notes may be short written comments, photographs of a child's work, samples of drawings or recordings of something a child said.

There are different ways of observing. A teacher might spend a few minutes closely watching one child during free play, noting how they interact with others and what language they use. Or they might jot down quick notes throughout the day when something significant happens, such as a child writing their name for the first time or resolving a conflict with a friend independently.

Over time, these observations build up a picture of the child's development across different areas. Because they are gathered in real situations, they often give a more accurate and rounded view than a single test on a single day. Our guide to child-led learning explains how teachers use what they notice to follow children's interests.

Areas of development

Preschools usually look at several broad areas of development. Communication and language include listening, understanding, speaking and early conversation skills. Physical development covers large movements, such as running and climbing, and fine motor skills, such as holding a pencil or using scissors. Personal, social and emotional development includes making friends, managing feelings, self-care and confidence.

Many settings also look at early literacy, such as interest in books, recognising letters and sounds, and early mathematics, such as counting, recognising shapes and noticing patterns. Understanding the world, creativity and imagination are often included too. The exact framework depends on the preschool and the education system, and our guide to preschool curriculum looks at how these areas fit together.

Developmental milestones checklists in preschool

Developmental milestones are skills that most children develop within a certain age range, such as using short sentences, hopping on one foot or drawing a circle. Milestones checklists list these skills by age and can be a helpful reference for parents and teachers. Public health organisations publish milestone guides that many families find useful.

However, milestones checklists have limits. Children develop at very different rates, and a child may be ahead in some areas and still developing in others. Missing a single milestone is usually not a cause for concern. Checklists are best seen as a general guide rather than a strict timetable. What matters more is the overall pattern of progress over time and whether a child continues to develop new skills.

If a checklist or a teacher's observations suggest that your child is not developing as expected in one or more areas, the next step is usually to talk with your family doctor or a paediatrician. They can advise whether any further assessment or support is needed. Our guide to the child development specialist role explains how professionals can help.

What a preschool progress report includes

Many preschools share a written progress report with families once or twice a year, often alongside a parent-teacher meeting. A preschool progress report usually describes how the child is doing in different areas of development, highlights strengths and interests and suggests next steps. It may include examples from observations, photographs or comments from the child.

Reports in the early years are usually written in descriptive language rather than grades. You might read that a child "enjoys building complex structures with blocks and is beginning to count accurately to ten" or "is growing in confidence when joining group activities". This style reflects the idea that development is a journey rather than a series of passes and fails.

Some preschools also keep a portfolio or learning journal for each child, a collection of observations, photos and work samples gathered over time. These can be lovely records of a child's growth and offer a great starting point for conversations at home.

How to read a progress report

When you receive a report, look first at your child's strengths and interests. These are the foundations for future learning. Then look at the suggested next steps and ask how you can support them at home. If anything is unclear or surprising, ask the teacher for examples. Teachers usually welcome questions and appreciate parents who take an interest.

Remember that a report is a snapshot. Children often behave differently at home and at preschool. A child who is chatty at home may be quiet in a group, or the other way round. Sharing what you see at home helps teachers understand your child more fully.

Parents as partners

Parents know their children better than anyone, and their observations are an important part of assessment. Many preschools invite parents to share information when a child starts, such as their interests, routines, languages spoken at home and any concerns. Throughout the year, telling teachers about new skills, interests or changes at home helps them build a complete picture.

Regular, informal conversations at drop-off or pick-up and planned meetings both play a role. If you have a concern about your child's development, raise it early. Teachers can share what they have observed, and together you can decide whether to watch and wait or to seek advice from a health professional.

Assessment for bilingual children

For children who are learning in a language that is not their home language, assessment needs extra care. A child may understand much more than they can say in the new language, especially in the first months. Teachers often look at a child's skills in their home language too, through conversations with parents, to understand their overall language development. Our guide to kids learning Turkish in North Cyprus looks at what to expect when children learn a new language at preschool.

Questions to ask a preschool

When visiting a preschool, you might ask how teachers observe and record children's progress, how often they share information with families, what a progress report looks like and how they respond if they notice a child might need extra support. The answers will help you understand how the preschool gets to know each child.

Visit Altın Anahtar

At Altın Anahtar in Alsancak, we welcome children in the nursery from 12 months to 3 years and in preschool from 3 to 6 years, Monday to Friday from 07:30 to 18:30, with a play-based, child-centred approach. Our team can talk with parents in English. You can arrange a visit by appointment to ask how we get to know each child and share their progress with families.