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Hungary:Assessment in Programmes for Children over 2-3 years

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Hungary:Political, Social and Economic Background and Trends

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Hungary:Political and Economic Situation

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Hungary:Lifelong Learning Strategy

Hungary:Organisation of the Education System and of its Structure

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Hungary:National Qualifications Framework

Hungary:Administration and Governance at Central and/or Regional Level

Hungary:Administration and Governance at Local and/or Institutional Level

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Hungary:Funding in Education

Hungary:Early Childhood and School Education Funding

Hungary:Higher Education Funding

Hungary:Adult Education and Training Funding

Hungary:Early Childhood Education and Care

Hungary:Organisation of Programmes for Children under 2-3 years

Hungary:Teaching and Learning in Programmes for Children under 2-3 years

Hungary:Assessment in Programmes for Children under 2-3 years

Hungary:Organisation of Programmes for Children over 2-3 years

Hungary:Teaching and Learning in Programmes for Children over 2-3 years

Hungary:Assessment in Programmes for Children over 2-3 years

Hungary:Organisational Variations and Alternative Structures in Early Childhood Education and Care

Hungary:Single Structure Education (Integrated Primary and Lower Secondary Education)

Hungary:Organisation of Single Structure Education

Hungary:Teaching and Learning in Single Structure Education

Hungary:Assessment in Single Structure Education

Hungary:Organisational Variations and Alternative Structures in Single Structure Education

Hungary:Secondary and Post-Secondary Non-Tertiary Education

Hungary:Organisation of General Secondary Education

Hungary:Teaching and Learning in General Secondary Education

Hungary:Assessment in General Secondary Education

Hungary:Organisation of Vocational Secondary Education

Hungary:Teaching and Learning in Vocational Secondary Education

Hungary:Assessment in Vocational Secondary Education

Hungary:Organisation of Post-Secondary Non-Tertiary Education

Hungary:Teaching and Learning in Post-Secondary Non-Tertiary Education

Hungary:Assessment in Post-Secondary Non-Tertiary Education

Hungary:Higher Education

Hungary:Types of Higher Education Institutions

Hungary:First Cycle Programmes

Hungary:Bachelor

Hungary:Short-Cycle Higher Education

Hungary:Second Cycle Programmes

Hungary:Programmes outside the Bachelor and Master Structure

Hungary:Third Cycle (PhD) Programmes

Hungary:Adult Education and Training

Hungary:Distribution of Responsibilities

Hungary:Developments and Current Policy Priorities

Hungary:Main Providers

Hungary:Main Types of Provision

Hungary:Validation of Non-formal and Informal Learning

Hungary:Teachers and Education Staff

Hungary:Initial Education for Teachers Working in Early Childhood and School Education

Hungary:Conditions of Service for Teachers Working in Early Childhood and School Education

Hungary:Continuing Professional Development for Teachers Working in Early Childhood and School Education

Hungary:Initial Education for Academic Staff in Higher Education

Hungary:Conditions of Service for Academic Staff Working in Higher Education

Hungary:Continuing Professional Development for Academic Staff Working in Higher Education

Hungary:Initial Education for Teachers and Trainers Working in Adult Education and Training

Hungary:Conditions of Service for Teachers and Trainers Working in Adult Education and Training

Hungary:Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training

Hungary:Management and Other Education Staff

Hungary:Management Staff for Early Childhood and School Education

Hungary:Staff Involved in Monitoring Educational Quality for Early Childhood and School Education

Hungary:Education Staff Responsible for Guidance in Early Childhood and School Education

Hungary:Other Education Staff or Staff Working with Schools

Hungary:Management Staff for Higher Education

Hungary:Other Education Staff or Staff Working in Higher Education

Hungary:Management Staff Working in Adult Education and Training

Hungary:Other Education Staff or Staff Working in Adult Education and Training

Hungary:Quality Assurance

Hungary:Quality Assurance in Early Childhood and School Education

Hungary:Quality Assurance in Higher Education

Hungary:Quality Assurance in Adult Education and Training

Hungary:Educational Support and Guidance

Hungary:Special Education Needs Provision within Mainstream Education

Hungary:Separate Special Education Needs Provision in Early Childhood and School Education

Hungary:Support Measures for Learners in Early Childhood and School Education

Hungary:Guidance and Counselling in Early Childhood and School Education

Hungary:Support Measures for Learners in Higher Education

Hungary:Guidance and Counselling in Higher Education

Hungary:Support Measures for Learners in Adult Education and Training

Hungary:Guidance and Counselling in a Lifelong Learning Approach

Hungary:Mobility and Internationalisation

Hungary:Mobility in Early Childhood and School Education

Hungary:Mobility in Higher Education

Hungary:Mobility in Adult Education and Training

Hungary:Other Dimensions of Internationalisation in Early Childhood and School Education

Hungary:Other Dimensions of Internationalisation in Higher Education

Hungary:Other Dimensions of Internationalisation in Adult Education and Training

Hungary:Bilateral Agreements and Worldwide Cooperation

Hungary:Ongoing Reforms and Policy Developments

Hungary:National Reforms in Early Childhood Education and Care

Hungary:National Reforms in School Education

Hungary:National Reforms in Vocational Education and Training and Adult Learning

Hungary:National Reforms in Higher Education

Hungary:National Reforms related to Transversal Skills and Employability

Hungary:European Perspective

Hungary:Legislation

Hungary:Institutions

Hungary:Bibliography

Hungary:Glossary

The National Core Programme of Kindergarten Education states that there are various mandatory documents that promote understanding and developing children, and contribute to the follow-up of their development. The objective is to have data that show how and to what degree individual children achieve the development level specified in the Core Programme. (The examination of a child’s level of development may be regarded as output control, the final point being the maturity level required for entry to school.) 

Kindergarten teachers choose the follow-up documents from available professional documents, in consideration of their local educational plan, or, alternatively, prepare them by themselves. On the basis of the system of the follow-up of the children’s development, each and every child undergoes planned professional observation and receives such support, from the date when he or she is admitted to kindergarten until he or she enters school. As specified by legislation, the documentation that monitors the child’s development contains the following documents (Section 93/A of Ministerial Decree (Minister of Human Capacities) 20/2012 (VIII. 31.)):

  • the child’s health history,
  • the indicators of the child’s development (the data of his or her emotional, social, intellectual, speech and movement development, recorded in every 6 months as a minimum),
  • other observations related to the activities defined in the kindergarten’s pedagogical programme,
  • observations made and measures taken to promote the child’s development,
  • the results achieved,
  • if the child, in the event of a suspicion of a disability or a special need, was examined by an expert committee
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  • the conclusions of the examination,
  • proposals for measures taken by the child development teacher,
  • the conclusions of the regular reviews performed by the expert committee, 
  • notes on the information provided to the parents.

The kindergarten teacher informs the parents of the child’s development on a regular basis.

In the course of expert pedagogical activities (which include, among others, the examination of abilities or the professional assessment of special needs and disabilities), an integrated follow-up system is used to keep track of all expert pedagogical services received by the child (events of the care procedure), of his or her path of development (changes) and of his or her career in the institutions of care or education. The national IT system of keeping records was launched in 2015.