Assessment in Early Childhood Education (ECE) is a structural element of planning and pedagogical practice and is linked to the curriculum and training processes in ECE, but there are challenges, difficulties and misunderstandings in the way of understanding it. The article aims to reflect on the evaluation in EI from the understanding of preschool teachers in the city of Tocantinópolis/O. We opted for a qualitative approach with exploratory and bibliographical research, using the case study as a methodological strategy and the application of a questionnaire as an investigation technique. The results point to proximity and adequacy between the understanding about the evaluation of the investigated professors to the legal provisions and the specialized literature. However, it shows a generic approach with an expression that suggests the existence of practices based on classifying, selective and excluding evaluation. A certain fragility and conceptual misunderstanding in the explanation of the instruments used with evaluation in ECE, as well as their importance to guarantee procedures for monitoring the pedagogical work and evaluating the development of children, with no objective of selection, promotion or classification.