This article responds to the dangers arising from baseline assessment in reception classes. It contrasts predictive testing which claims to ascertain each child's ability and potential with the processes of observation, documentation and discussion developed in Reggio Emilia. It explores the two very different understandings of children which they reflect.
To cite this article
GUY ROBERTS-HOLMES (2017) Loris Malaguzzi, Reggio Emilia and Democratic Alternatives to Early Childhood Education Assessment, FORUM, 59(2), 159-168. http://doi.org/10.15730/forum.2017.59.2.159
