Abstract
This longitudinal study aimed to grasp the growth and learning of children during the transition from kindergarten to elementary school from an assessment perspective and to examine assessment methods that connect early childhood growth and learning to childhood. A shared documentation was created to assess children, and a participant observation was conducted for the 5-year-olds during early childhood education hours. Additionally, a questionnaire was administered to the parents of the target children, and a homeroom teacher was interviewed. Following the children’s entry into elementary school, a learning assessment worksheet was created for classroom use to assess their progress. The 1st-grade teacher was subsequently interviewed regarding the assessment, using the shared documentation. The results revealed the following points: (1) Certain aspects of growth and learning in early childhood are evident during childhood, (2) specific areas of growth and learning are challenging to comprehend, and (3) shared documentation for assessment offers distinct advantages. These findings suggest that shared documentation can be a useful way to assess children’s growth and learning as they transition from early childhood to childhood.
