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This paper presents the results of disciplinary research into the assessment processes in early childhood education and decision-making for continuous improvement in the development and learning of infants in the kindergartens of the Junta Nacional de Jadines Infantiles in the Metropolitan Region of Chile during the second semester of 2018. The methodology used was of a qualitative ethnographic type, with a multiple case study design. The findings reveal relevant aspects regarding the validity of the records that support the assessment processes conducted in early childhood education and the factors that shape them. The study concludes with the need to strengthen reflective instances related to evaluative practice in this context to enable better decision-making by educational teams. [ABSTRACT FROM AUTHOR]