A CRITICAL ANALYSIS OF KEY PHILOSOPHICAL, METHODOLOGICAL AND ETHICAL RESEARCH ISSUES IN RELATION TO TEACHER’S PERCEPTION ON THE EFFECT OF ASSESSMENT ON COGNITIVE DEVELOPMENT OF THREE TO FIVE YEARS CHILDREN IN ENGLAND

The study critically analysed key philosophical, methodological, and ethical research issues related to teachers' perceptions of the effect of assessment on the cognitive development of three to five years of children in England. The study revealed philosophical issues such as tensions between positivist and interpretivist paradigms in understanding assessment’s impact and debates around the nature of childhood, learning, and development. Methodological issues such as challenges in measuring cognitive development in young children chosen methods’ potential impact on finding and interpretation. Ethical issues include concerns about labelling, stigma, and potential long-term consequences. Balancing accountability with development sensitivity and equity. The findings showed that teachers’ perceptions are influenced by philosophical beliefs, methodological approaches and ethical consideration.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0703/a.php" alt="Hit counter" /></p>