Júlia Formosinho is Professor at the Portuguese Catholic University, Portugal, and President of the Childhood Association research centre in Braga, Portugal. She leads a team of researchers in early childhood working in Portugal, Brazil and Spain.Christine Pascal is Director of the Centre for Research in Early Childhood (CREC) in Birmingham, UK, and President of the European Early Childhood Education Research Association (EECERA). She leads a team of researchers and trainers who work at policy and practice level across the UK and internationally to develop quality early education and care policy and practice.

• PART ONE: CONTEXT AND PRINCIPLES 1. Pedagogy development; transmissive and participatory pedagogies for mass schooling. João Formosinho and Júlia Formosinho 2. ‘Pedagogy-in-Participation’; the search for a holistic praxis Júlia Formosinho and João Formosinho PART TWO: APPROACHES AND TECHNIQUES 3. The nature and purpose of assessment and evaluation within a participatory pedagogy Chris Pascal and Tony Bertram 4. Participatory methods for assessment and evaluation Chris Pascal and Tony Bertram 5. The search for a holistic approach to evaluation João Formosinho and Júlia Formosinho 6. Pedagogic documentation: uncovering solidary learning Júlia Formosinho PART THREE: PORTRAITS OF PRACTICE, CASE STUDIES FROM THREE COUNTRIES 7. Ethical principles for holistic pedagogic evaluation Júlia Formosinho, João Formosinho, Chris Pascal and Tony Bertram Case Study 1, Portugal: Why do the Omo River children paint themselves; a pedagogic evaluation Júlia Formosinho, Andreia Lima, Joana Sousa Case Study 2, Portugal: Pedagogical attunement; documenting toddler’s learning Júlia Formosinho, Sara Araújo and Hélia Costa Case Study 3, A Case Study on Quality Evaluation; a comparison between a traditional and a participatory pedagogic environment Inês Machado and Júlia Formosinho Case Study 4, Brazil: How to bring children’s voices into assessment reports; working with teachers at two São Paulo public preschools Maria Malta Campos and Cristina Aparecida Colasanto Case Study 5, England: The Effective Early Learning (EEL) Programme, assessment in a private day care setting Sue Ford and Chris Pascal Case Study 6 England: Participatory assessment with parents; the Accounting Early for Life Long Learning (AcE) Programme Donna Gaywood and Chris Pascal Case Study 7, England: A participatory model of assessment across a Children Centre Network Elizabeth Fee and Chris Pascal

Júlia Formosinho is Professor at the Portuguese Catholic University, Portugal, and President of the Childhood Association research centre in Braga, Portugal. She leads a team of researchers in early childhood working in Portugal, Brazil and Spain.Christine Pascal is Director of the Centre for Research in Early Childhood (CREC) in Birmingham, UK, and President of the European Early Childhood Education Research Association (EECERA). She leads a team of researchers and trainers who work at policy and practice level across the UK and internationally to develop quality early education and care policy and practice.

• PART ONE: CONTEXT AND PRINCIPLES 1. Pedagogy development; transmissive and participatory pedagogies for mass schooling. João Formosinho and Júlia Formosinho 2. ‘Pedagogy-in-Participation’; the search for a holistic praxis Júlia Formosinho and João Formosinho PART TWO: APPROACHES AND TECHNIQUES 3. The nature and purpose of assessment and evaluation within a participatory pedagogy Chris Pascal and Tony Bertram 4. Participatory methods for assessment and evaluation Chris Pascal and Tony Bertram 5. The search for a holistic approach to evaluation João Formosinho and Júlia Formosinho 6. Pedagogic documentation: uncovering solidary learning Júlia Formosinho PART THREE: PORTRAITS OF PRACTICE, CASE STUDIES FROM THREE COUNTRIES 7. Ethical principles for holistic pedagogic evaluation Júlia Formosinho, João Formosinho, Chris Pascal and Tony Bertram Case Study 1, Portugal: Why do the Omo River children paint themselves; a pedagogic evaluation Júlia Formosinho, Andreia Lima, Joana Sousa Case Study 2, Portugal: Pedagogical attunement; documenting toddler’s learning Júlia Formosinho, Sara Araújo and Hélia Costa Case Study 3, A Case Study on Quality Evaluation; a comparison between a traditional and a participatory pedagogic environment Inês Machado and Júlia Formosinho Case Study 4, Brazil: How to bring children’s voices into assessment reports; working with teachers at two São Paulo public preschools Maria Malta Campos and Cristina Aparecida Colasanto Case Study 5, England: The Effective Early Learning (EEL) Programme, assessment in a private day care setting Sue Ford and Chris Pascal Case Study 6 England: Participatory assessment with parents; the Accounting Early for Life Long Learning (AcE) Programme Donna Gaywood and Chris Pascal Case Study 7, England: A participatory model of assessment across a Children Centre Network Elizabeth Fee and Chris Pascal

Júlia Formosinho is Professor at the Portuguese Catholic University, Portugal, and President of the Childhood Association research centre in Braga, Portugal. She leads a team of researchers in early childhood working in Portugal, Brazil and Spain.Christine Pascal is Director of the Centre for Research in Early Childhood (CREC) in Birmingham, UK, and President of the European Early Childhood Education Research Association (EECERA). She leads a team of researchers and trainers who work at policy and practice level across the UK and internationally to develop quality early education and care policy and practice.

• PART ONE: CONTEXT AND PRINCIPLES 1. Pedagogy development; transmissive and participatory pedagogies for mass schooling. João Formosinho and Júlia Formosinho 2. ‘Pedagogy-in-Participation’; the search for a holistic praxis Júlia Formosinho and João Formosinho PART TWO: APPROACHES AND TECHNIQUES 3. The nature and purpose of assessment and evaluation within a participatory pedagogy Chris Pascal and Tony Bertram 4. Participatory methods for assessment and evaluation Chris Pascal and Tony Bertram 5. The search for a holistic approach to evaluation João Formosinho and Júlia Formosinho 6. Pedagogic documentation: uncovering solidary learning Júlia Formosinho PART THREE: PORTRAITS OF PRACTICE, CASE STUDIES FROM THREE COUNTRIES 7. Ethical principles for holistic pedagogic evaluation Júlia Formosinho, João Formosinho, Chris Pascal and Tony Bertram Case Study 1, Portugal: Why do the Omo River children paint themselves; a pedagogic evaluation Júlia Formosinho, Andreia Lima, Joana Sousa Case Study 2, Portugal: Pedagogical attunement; documenting toddler’s learning Júlia Formosinho, Sara Araújo and Hélia Costa Case Study 3, A Case Study on Quality Evaluation; a comparison between a traditional and a participatory pedagogic environment Inês Machado and Júlia Formosinho Case Study 4, Brazil: How to bring children’s voices into assessment reports; working with teachers at two São Paulo public preschools Maria Malta Campos and Cristina Aparecida Colasanto Case Study 5, England: The Effective Early Learning (EEL) Programme, assessment in a private day care setting Sue Ford and Chris Pascal Case Study 6 England: Participatory assessment with parents; the Accounting Early for Life Long Learning (AcE) Programme Donna Gaywood and Chris Pascal Case Study 7, England: A participatory model of assessment across a Children Centre Network Elizabeth Fee and Chris Pascal