Child development is not only reflected in and affected by academic knowledge and cognitive skills, but also by physical well-being, motor development, socio-emotional development and approaches towards learning (Barblett and Maloney, 2010, Raver, 2002, Snow, 2007). Monitoring child development should be carried out in a way that respects values and beliefs about child development in a particular society and involve family and community members in ensuring that the cultural context is duly considered in monitoring practices (Espinosa and Lopez, 2007, Oliver et al., This is also stressed in the OECD Network on ECEC’s document "Early Learning and Development: Common Understandings” (2015).