 Today, we are going to discuss play in early childhood, play and assessment, how we assess our children through play. So, children's play in their early and formative years is critical to their psychological intervention and assessment. Since the 19th, multiple outcomes have been realized in child development and assessment of the programs implemented. So, play offers children physical, emotional, interpersonal and cognitive learning. So, the thing is that assessment is actually a well-structured phenomenon throughout poor education. But, for our early children, we need a different kind of assessment. The reason is that children are so young that they cannot prepare themselves for assessment. And the outcomes we have decided for them are not necessary to exhibit them in the same way. Or, their dispositions are not controlled or disciplined, their behaviors are not controlled or disciplined, on the basis of which we can say that which child is at this level and which one is not. So, as we said earlier, throughout observation is a very good tool for assessment by early childhood students. Then, many early childhood programs use their own assessments or the assessments that are part of the curriculum. So, these assessments are typically based on students' academics. Look, keep in mind that many such schools and organizations, even the policy makers, are the first to decide the outcomes of the students and their benchmarks or standards and send them to school. That we need so many outcomes. Their reality is not like that. What we are talking about is that our children have different potentials, their backgrounds are different. And if they are equal and have all the good things in them, then it is not necessary to use all of your suggestions during the assessment. Still, the courses that are going on, like some of the language targets, like to achieve these targets, we make our assessments in such a way that if we are teaching the child to count up to 100, then he can count up to 100. And similarly, if we have a vocabulary of some of the languages, like what is made from FR sound, how many words can be made from SP sound, then we give these assessments to see their outcomes. But our philosophies, our theories, they tell us that the children, especially when the play is going on, the learning outcomes do not come so clearly in front of them. So, that is why a lot of research has suggested for rigorous validation that you observe the performance that the children perform during their play. For example, if you keep some blocks or other things in front of them and tell them to play without them, or see, there can be a small instruction that you can count them or you can make them related words. Whatever you want. And if the child is kept away from pressure, from anxiety, then the thing that he is doing during his play, during that time, his vocabulary can also be noted, his counting can also be noted, and many other things. But normally, all of our ECCE programs, the assessments already mentioned are benchmarks, standards, then they are followed. But as I am saying, if we want to associate those results with the play, we have to be flexible and we have to observe the things. I mean, in other words, you should understand that in the end, we do not give a summative assessment to the children. Throughout the year and throughout the session, whatever the children are studying or doing, or the way they are dealing with their friends, all those things should be observed and their grading can be done. So, the children's assessment will be flexible. Whether it is against strict outcomes, whether it is against strict outcomes, you will still try to keep the assessment as flexible as possible.