A visual play assessment framework: A systematic approach to tracking children’s development through play
Background: Play is a central activity in child development, and increasing attention has been given to play assessment and visual play mapping in recent research. However, there remains a gap in the effective integration of these two parts.
Aim: This study aims to develop a play mapping system that addresses several limitations in current play assessment practices, including limited child participation, overly general evaluations lacking clarity and depth, insufficient use of modern visual technologies, and an overemphasis on outcomes rather than on play processes.
Method/approach: This study was conducted in a public kindergarten in southeastern China; 375 children aged 3–6 and 35 teachers participated. An action research approach guided the study through four cyclical steps: identifying practical problems, planning and implementing actions, reflecting on practice, and refining practice. The study lasted for one year. Data were collected through observations and case studies. Informed consent was obtained from all participants after they had fully understood the consent forms and voluntarily signed them. Participants could withdraw from the study at any time.
Results/findings: A play mapping system is ultimately established for play assessment. It consists of three types of mapping: Focus Mapping, Comprehensive Mapping, and Tracking Mapping. Focus Mapping assesses children’s development in a specific ability or experience based on a single play activity. Comprehensive Mapping evaluates children’s discoveries in exploring processes throughout one day of play. Tracking Mapping assesses children’s developmental progress over one month of play.
Conclusion: The play mapping system can effectively improve current play assessment practices. Implementing this system involves four steps: teachers observing play, children sharing play experiences and conflicts, teachers listening and recording, and teachers analysing and assessing.
Implications for children and families: You can use this system to gain clearer insights into children’s play experiences and developmental changes.
Implications for practitioners: You can improve the continuity, depth, and responsiveness of play-based assessment and teaching practices with the system
Keywords: play assessment, play mapping, young children, early childhood, action research
This presentation relates to the following United Nations Sustainable Development Goals: