Physical literacy is widely conceptualized as a holistic, multidimensional construct that encompasses the affective, physical, cognitive, and social domains. However, the assessment in early childhood education (ECE) contexts is conceptually fragmented and inconsistent in practice. This study aims to develop a practice-informed physical literacy assessment model based on practitioners’ perspectives and empirical patterns. A quantitative, cross-sectional survey was conducted with 324 practitioners working with children aged 1.5–7 years in various ECE contexts in Latvia. The questionnaire examined three dimensions of assessment practice: (1) physical literacy domains and components, (2) assessment processes (functions, methods, forms, and documentation), and (3) perceptions of assessment quality (validity, reliability, and usability). Descriptive statistics and nonparametric analyses were used to identify dominant patterns. The findings suggest that all four domains of physical literacy are included in assessments of early childhood educational contexts. However, the components of these domains are not consistently defined. More observable components are assessed more consistently, while less visible components are more frequently interpreted within specific pedagogical contexts. Assessment is predominantly formative, process-oriented, and embedded in play-based activities typical of early childhood education (ECE) contexts, with limited use of diagnostic approaches. Based on these findings, we propose a practice-informed assessment model. This model is conceptualized as a structured framework of content, assessment processes, and quality conditions applicable within early childhood education contexts. In this model, assessment criteria function as an interpretive filter that shapes the selection of methods and the interpretation of content. This positions assessment as a dynamic, context-dependent process mediated by the early childhood practitioners. These findings suggest the need to transition from standardized approaches to more context-sensitive and theoretically grounded assessment practices in early childhood education contexts. This framework has the potential to enhance the alignment between physical literacy conceptualizations and their subsequent implementation in practice.
Kretaine et al. (Sat,) studied this question.