However, early childhood professionals must be aware of the complexity involved with the fair assessment of young children’s competencies, especially regarding wellbeing dispositions. Many assessment tools rely on physically observable behaviours, which is problematic when we consider that young children exhibit a range of developmental trajectories dependent on age and context (Barblett & Maloney, 2010). While individual domains and indicators of wellbeing dispositions may vary, there are common defining features of early childhood wellbeing which are also evident within all the learning and development outcomes articulated in the EYLF and VEYLDF: attachment; affect; regulation, resilience; flexibility; confidence; peer relations; and social skills (Marbina et al., 2015).
