Many times, when remembering the teaching we had, good and bad moments come to the surface, and among them, the evaluative experiences, some gratifying and others disappointing and even humiliating. Reviewing the evaluation in the school system, it has been used to privilege a way of being and even to define a model student, creating hierarchies (Perrenoud, 2010). This has produced effects on people's lives and initial education has not been exempt from this. In this paper, we will refer to the evaluation that happens in the classroom or some non-conventional type of system, but at a micro level, that is, not of the management, nor the system, but for the learning of children under six years of age. Therefore, we invite the reader to rethink pedagogical practices and give greater relevance to stopping, observing, and learning from children and their ways of relating and learning, without showing an ideal model. We will address the importance of an open observation, where the educator, besides setting learning objectives beforehand, can allow others to emerge after observing the children, if he/she is open and can look without "lenses" that cloud his/her gaze and close it to the pre-established.
Manhey Moreno, M. (2019). TO OBSERVE CHILDREN IS TO LEARN FROM THEM. CHILD-CENTERED ASSESSMENT IN EARLY CHILDHOOD EDUCATION. Revista Enfoques Educacionales, 16(1), 96–105. https://doi.org/10.5354/2735-7279.2019.64542
