Early Childhood Education (EDE) describes the education of young children from birth through age 8. EDE reports have concluded that traditional approaches to curriculum, such as those emphasizing drill and practice of isolated, academic skills, are not in line with current knowledge of human learning and neuropsychology. These approaches fail to produce the higher-order thinking and problem-solving abilities that students need in the 21st century. Similar limitations in assessment process and scope also exist. Often, there is a poor match between the nature of young student learning and form of assessment. In reading and writing, for example, experts find informal observations and structured performance samples more appropriate than standardized tests for measuring early childhood literacy learning. These assessments are more consistent with developmental characteristics of young children. When considering childhood learning principles (i.e. children construct knowledge; children learn through play; children's interests motivate learning; child development and learning are characterized by individual variation; etc.), assessing the achievement of young children must be a multiply varied process that addresses all students' needs and capacities. UDL is a flexible structure of curriculum development that addresses learner variability. Learner variability dictates a need for assessment variability. By implementing UDL core principles, variation in assessment methods, formats, scope/range/level, product/outcome, and instructor feedback can support more authentic and, likely, more accurate assessment results for young children. (Contains 4 figures and 3 footnotes.)