Evaluation in initial education. A look in time at the evaluative practice

Abstract

The purpose of this article is to present a vision of the evaluation process in initial education, from a participative approach, highlighting the participatory evaluation as a tool for the appraisal of learning and development of children from the perspective of the family and the community. In this regard, the changes occurred in the evaluation since the beginning of education for children under six years old, with a traditional, one-directional and medical approach, up to the one promoted in the current era, with a negotiation approach, are highlighted. and participatory. This with the purpose that, from the analysis of the changes that have taken place, the educational actors can promote a process of empowerment in the communities not only for the welfare of the infant population of initial education, but also for all the collectives. The human being is highlighted under the humanistic, active and participatory approach. A descriptive methodology framed in a qualitative approach is approached, oriented towards the analysis of the consulted information, which allowed the reflexive construction of the article. The technique and instrument used was the bibliographic and documentary review, and the non-participant observation made to some teachers at the initial education level, as part of their daily work. In conclusion, a tour of each evaluative model is presented, emphasizing the benefit offered by the participation of parents, family and community in the evaluation process, in order to engage them more and more in the educational transformation demanded by society.