المملكة: With the approaching end of the school year .. “Education” shows the criteria for evaluating kindergarten

Children’s evaluation

According to these criteria, the first level is classified under the name “beginner”, and indicates that the child shows some indicators of progress towards the targeted skills, but he still needs additional support in the learning environment to develop these skills.
As for the second level, it is known as “skill development”, and it means that the child has already started to possess the required skills and knowledge, and shows the ability to progress and follow up towards a higher level.
While the third level is “mastery of skill” is the highest in terms of performance, as the child shows a complete enabled skills, and can deal with the knowledge and cognitive challenges associated with it without difficulty.

The executive rules of the student evaluation regulations in the kindergarten stage indicated that the process of evaluating children at this stage is completely different from the evaluation mechanisms in other classes, due to the privacy of this stage, which is the first building block in forming the child’s personality, and the beginning of his educational, psychological and social course.
She emphasized that the kindergarten stage is not only an academic prelude, but rather a comprehensive experience aimed at achieving balance and comprehensive growth, and contributes to preparing the child for the next basic education stage through an environment rich in stimulating educational experiences and practices.
The rules also pointed out that the “Rawdi” platform is one of the educational alternatives allocated to this stage, and it is worked within controls and conditions that ensure the provision of an appropriate educational experience.

Main mechanisms

The rules included that the evaluation of children in kindergarten is based on three main mechanisms, starting with the diagnostic evaluation, which is carried out using survey questionnaires at the beginning of the first school year of kindergarten, in order to collect accurate data on the extent of the child’s development in various fields, allowing the alignment of educational services and educational support according to the needs of each child.

This type of calendar includes the application of normative tests that are not related to the curricula, which are carried out on children’s samples, with the aim of measuring their performance in basic areas such as logic, physical abilities, social skills, and problem solving skills.
The second type is the formative evaluation, and the teacher uses it to monitor the child’s progress during the natural learning contexts, through his observation during play, or during his participation in collective and individual activities, and his performance is documented using classification measures that explain the extent of achieved a certain educational result, and also allows the measurement of development continuously and accurately throughout the school year.
Then comes the skills development reports, which is a set of educational observations that document the comprehensive growth of the child, and includes personal and social aspects, and the extent of its motivation for learning, and these immediate observations may be recorded during spontaneous situations, or planned within a systematic follow -up program, and is an important reference in analyzing the child’s path and providing adequate educational support for him.
It should be noted that the ministry continues in this context the development of the early childhood evaluation system in a manner that ensures its compatibility with modern trends in education, and contributes to building the child’s personality in an integrated way, laying firm foundations for academic and social success in the subsequent education stages.