<![CDATA[Initial assessment serves as a tool to identify children’s abilities, interests, and learning styles before learning activities begin, enabling teachers to design learning plans that respond to individual needs. This study aims to explore the implementation of initial assessment in mapping learning styles in early childhood and its implications for learning readiness. Using a systematic literature review approach, this study analyzes relevant literature published between 2019 and 2024 to identify learning-style characteristics, learning-readiness dimensions, assessment approaches, and implementation challenges. The reviewed literature indicates that assessment information can support more adaptive and differentiated learning, while learning experiences that accommodate children’s characteristics may strengthen motivation, engagement, self-regulation, and readiness to learn. The review also identifies limitations related to instrument availability, subjectivity, variation in children’s characteristics, small samples, and contextual influences. A systematic and collaborative assessment approach is therefore recommended to support more responsive early childhood learning practices.]]>
Copyrights © 2026
