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In many countries, play is the vehicle for teaching and learning, requiring early childhood teachers to recognize and assess children's demonstrations of knowledge and capabilities as they are displayed during play. In the context of science learning, assessing what children know already, referred to as "assessment for learning," equips teachers with the knowledge required to make purposeful decisions during these playful experiences and guide children's science process skill development while following their interests. Consistent evidence since the introduction of national quality standards in Australia has identified a need to strengthen teacher capabilities in assessment. This research investigated teachers' assessment practices, and the influences on these practices, during the implementation of a suite of playful science experiences in long day care and preschool settings in the Northern Territory (NT), Australia. Teachers were introduced to the NT Preschool Science Games and were supported to apply an assessment tool designed for the observation and development of science process skills. Adopting a multiple case study approach, semistructured interviews from three cases were thematically analyzed. Our findings demonstrate that despite having specific tools to support assessment for learning these were inconsistently applied. Thematic analysis of semistructured interviews revealed that assessment practice was influenced by contextual influences, affective responses and teaching practice. Unpacking these themes further, we identified that following children's interests was associated with the absence of systematic assessment of scientific thinking to inform planning for learning within the informal curriculum. To support teacher practice in early childhood science, and promote the assessment of children's capabilities within playful learning, we propose a model of Assessment "for" playful learning.

Research Findings: This research aims to examine the affordances for high quality instructional support offered by the Northern Territory Preschool Science Games, alongside differences between classroom quality during the enactment of this teaching resource and the broader early childhood program. Applying a multiple-case study approach, quality was measured via classroom observations in three preschools at two points, teacher interviews on science practice were thematically analyzed and content analysis was conducted to determine the instructional support affordances of the Northern Territory Preschool Science Games. Results demonstrated that the games most frequently offer affordances for concept development interactions, in particular analysis and reasoning. Further, classroom observations revealed that instructional support quality was higher during the time teachers enacted a Northern Territory Preschool Science Game compared with the broader early childhood education program. In line with the primary affordance of the games, there was also a marked increase in concept development during these periods. Practice or Policy: These findings suggest that this science teaching resource provides a supportive structure for teachers to transform pedagogical prompts into teaching practice.