Güzelyurt T.Ertekin, B.D.Sezer, Behlül BilalAras, S.2025-09-092025-09-092025https://doi.org/10.1080/09575146.2025.2552415https://hdl.handle.net/20.500.12684/20225Implementing meaningful and intentional teaching requires well-designed assessment procedures. Yet, research shows that assessment is often insufficiently integrated into practice, and early childhood teachers face difficulties in adapting their methods to align with new perspectives. This study aims to explore the challenges, struggles, and needs of teachers when engaging in assessment practices in early years. An interpretative phenomenological approach was employed with nine early childhood teachers. Data were collected through a three-interview series with each participant and analyzed using interpretative phenomenological analysis. The findings highlight the main challenges teachers encounter, the ways they attempt to cope with these struggles, and the needs they identify to navigate them. The study provides rich insights into teachers’ lived experiences with assessment and contributes to a deeper understanding of the complexities surrounding assessment in early childhood education, offering implications for both practice and theory.en10.1080/09575146.2025.2552415info:eu-repo/semantics/openAccessAssessmentearly childhood educationchallengeprofessional needearly childhood teacherArticle114