In the PYP Early Years, assessment goes beyond testing knowledge; it helps us understand how children learn and make sense of the world. Guided by global best practices, we embrace “the image of the child”: the belief that every child is curious, capable, and full of potential. Children are not empty vessels waiting to be filled, but active participants who construct knowledge through exploration, dialogue, play, and reflection.
Our Image of the Child
Young children express their ideas and emotions through their “hundred languages”: words, movement, drawing, building, storytelling, music, and more. By valuing these many forms of expression, we create an environment where children feel respected, heard, and empowered to share who they are and what they know.
When we truly believe this, our teaching transforms. We observe with intention, listen deeply, and document our learning to make thinking visible for everyone: children, teachers, and families. This fosters a community where knowledge is shared, celebrated, and continuously evolving.
From Assessment to Documentation
In the PYP, we move away from assessing only predetermined skills or comparing children to a set standard. Instead, we:
- Monitor and document individual learning journeys.
- Value the learning process, not just the final product.
- Reflect and plan based on what children show us through play, talk, and action.
- Encourage collaboration between teachers, children, and families.
Continuous documentation helps us see learning as a living process that can be revisited, discussed, and celebrated.
Why Documentation Matters
When children are building with blocks, telling stories, or exploring outdoors, there is powerful thinking happening. Through documentation (photos, notes, recordings, and reflections), we make this invisible learning visible.
This process helps us to:
- Understand children’s thinking.
- Plan meaningful next steps.
- Share learning stories with families and the school community.
- Keep inquiries alive and open for new discoveries.
Pedagogical documentation in the PYP is not just a task, it’s a mindset. It reminds us to be curious, reflective, and responsive. It connects what we believe about children with what we actually do every day. By documenting continuously, we build a culture where learning is visible, shared, and celebrated: a true reflection of the PYP spirit.
Author
With over 35 years of passionate experience in Early Years education, I stand as a devoted advocate for play-based learning. After decades of witnessing the evolving landscape of education, it remains profoundly inspiring to observe and share the sheer depth of learning children achieve through play: a truly happy, creative, and imaginative process. This conviction is rooted in my philosophy as a lifelong learner who strongly believes that every child possesses immense and unique potential waiting to be unlocked. My journey includes 23 impactful years working specifically within the Primary Years Programme (PYP) framework, dedicated to cultivating young learners and helping them develop robust skills and conceptual understanding. Recently, I embraced a significant new challenge as a PYP Early Years Coordinator, a role that marks the exciting next step in my continuous professional growth. I am driven by a deep passion for collaboration, working alongside colleagues to design meaningful learning experiences where children are empowered to explore their world, ask big questions, and grow while fully enjoying the fun and exciting opportunities the PYP framework provides. Furthermore, I love sharing my expertise, particularly in the critical areas of documenting, studying, and reflecting on children’s learning. My practice centres on keenly observing and always supporting each child’s development, ensuring they progress at their own comfortable pace and in their own beautiful, unique way.
