The Organizing of the Evaluating Act in an Interdisciplinary Manner of the Preschool Education

The assessment of performances in preschool children's learning is done in ways specific to this level of education and training since the acquisition of knowledge is not an end in itself at this stage of age. Pre-primary education does not concern the transmission of knowledge, but it uses knowledge to facilitate and optimize the integration process of children in the social environment, and to trigger and stimulate the development of biopsychic potential available which the child has natively. For these reasons evaluative processes are oriented to highlight the progresses made by the child while learning, which are decisive in improving general parameters of psycho-physical development, in the acquisition of a certain freedom in action and in the way of functioning. Interdisciplinary, in the context of pre-school education, becomes a key concept with which the teacher can undertake an educational approach centered on the needs, possibilities and rhythms, on the roles and the steps of the learner considered in its uniqueness. The interdisciplinary approach of the contents in the educational activity in kindergarten involves also an interdisciplinary approach concerning pre-school assessment, interdisciplinary assessment representing for teachers a rich source of data on the development of preschool children in terms of formative and informative aspects, and the quality of the undertaken activity.In the interdisciplinary assessment the teacher's personality is involved with a triple aspect: as a producer of the training program through his action as an examiner and his personality characteristics. As producer of the training program he is leaving his mark on all operations. His personality characteristics manifest in the development of assessment tools in how to integrate evaluative measures, in the way assessment takes place and of course it all depends on his professional training, on his competence, on the ability to discern the essential and understand the child in all its aspects. In fact, the results are not rendered graphically or contained in schemes, they manifest themselves in the daily life of children, in the behavior, attitude, in their relations with others and with the environment, the gathered experiences offering to children the satisfaction of “being a winner.”