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Abstract
This study aims to determine preschool teachers' knowledge of recognition and evaluation methods and techniques in early childhood, their use of these methods and techniques, and the problems they encounter in practice. Given its qualitative research nature, this study was conducted using case study design. Three data collection tools were used to collect data in the study. The personal information form was used to record the demographic characteristics of the participants and the relevant literature was scanned to find the focus group discussion form and nominal focus group discussion forms used for the focus group and nominal focus group discussions. Data for the study were collected by combining the focus group and nominal focus groups techniques. The study's working group consists of 10 preschool teachers working in the eastern Anatolia Region of Turkey. It was determined that preschool teachers are aware of the meaning and significance of child assessment, but lack the knowledge and skills to plan and implement it.