As populations shift and economies develop, there is interest in early years education around the world. Very different assumptions and approaches are emerging, and all are conditioned by the different expectations and assumptions of parents and educators; by social and economic drivers; and by the aspirations of policymakers. The role of assessment within early years provision remains a key matter: what to assess, how frequently, using what methods, and what to do with the results? And what implications does this have for workload and professional practice? This presentation will grapple with issues of principle as well as the latest practice.