There has been tremendous change in young children's mental health over the past 20 years. Early childhood (0–5 years) is now recognized as a crucial period for the development of self‐regulation, a critical set of competencies that have implications for adaptive functioning in school and through the life span. As the field presses forward to address the mental health needs of young children, success will be optimized by a well‐informed assessment approach. This chapter reviews important issues for consideration when planning assessments with young children: (1)
contextual factors
, including the caregiving environments (e.g., home, child care, early education environments), caregiver influences on social‐emotional functioning and assessment, recent changes in family structure or contextual stressors, and sociocultural factors; (2) children's
functioning in other developmental domains
, including language, cognition, adaptive functioning, health, and sensory; (3) the
goals and purposes of the assessment and evaluation setting
; (4)
psychometric issues
, including reliability, validity, developmental sensitivity, and cultural validity; and (5)
interpretation of the whole child
in relation to contextual and developmental factors and evaluation of impairment. A primary goal is to help clinicians and researchers determine the most suitable measures from a wide array of parent and other caregiver reports and observational and direct assessment measures. A variety of assessments that have demonstrated acceptable reliability and validity in young children, including screening instruments, comprehensive dimensional assessments, and psychiatric diagnostic interviews, are reviewed. Finally, ongoing challenges, future directions, and exciting opportunities in research and clinical applications in early childhood assessment are discussed.