Authentic Assessment of Social-Emotional Development in Early Childhood: A Scoping Review

Background/Objectives: Authentic assessment-the systematic observation of naturally occurring social-emotional behavior by familiar caregivers-is increasingly mandated by international early childhood frameworks, yet the field lacks a comprehensive tool inventory, conceptual clarity on "authenticity," and synthesized evidence on contextual coverage. This scoping review maps authentic social-emotional development (SED) assessment tools for children aged 0-8, examines how authenticity is conceptualized, and identifies gaps in cultural adaptation, disability inclusion, and age-range coverage. Methods: Following the Arksey and O'Malley framework enhanced by Levac et al. and JBI methodology, six databases (PsycINFO, ERIC, Education Source, MEDLINE, Scopus, Web of Science) were searched for English-language peer-reviewed publications (2006-2026), supplemented by hand-searching and forward citation tracking. Inclusion criteria targeted children aged 0-8 assessed via authentic modalities (naturalistic observation, play-based assessment, portfolio, performance-based tasks, curriculum-embedded measurement) in any global setting. Data charting used an integrated sociocultural and interpretive assessment framework. Reporting followed PRISMA-ScR. Results: Thirty-three studies yielded 43 instruments, 29 meeting authentic assessment criteria. Naturalistic observation predominated (23 studies; 69.7%), followed by play-based assessment (10; 30.3%); portfolio and curriculum-embedded approaches were under-represented. Most studies originated from the United States (57.6%) and targeted preschoolers (3-5 years; 75.8%), with thin coverage of infants/toddlers and primary-grade children. "Authenticity" was operationalized across ecological, participatory, and cultural dimensions rarely integrated theoretically. Conclusions: This review provides the first systematic landscape map of authentic SED assessment for children aged 0-8, confirming feasibility and diversity while revealing gaps in age coverage, geographic reach, and cultural adaptation. The integrated framework offers a potentially transferable analytic model, and findings can inform equitable, contextually responsive assessment practice and policy.