Evaluation of children in early childhood education and the “preschool” PISA
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The purpose of this article is to investigate and critically analyze the International Study of Early Learning and
Child Wellbeing (IELS), a new OECD study aimed at the international comparative and standardized assessment
of preschool children. The article argues that the research is a “preschool PISA” and its introduction, an attempt
to change the educational “paradigm” of preschool education, and in particular, of the assessment of learning
and development of preschool children. The article examines the OECD’s previous work in preschool education
and presents and examines IELS in order to highlight the discourses it produces and the practices it implements.
Finally, the article summarizes the most important points of the substantial critique the IELS has drawn from
the international early childhood professional and academic community. Finally, it highlights the potential
consequences of its application to educational policy and practice in preschool education.