In Spain, from the Organic Law 2/2006, Kindergarten is considered an important step for the development of the child's identity, personal values, his socializing process and the acquisition of the prerequisites for literacy is encouraged. The aim of this paper is to analyze possible differences between regions in the regulatory development of the evaluation in Kindergarten level. The methodology followed consisted in a comparative analysis of regulatory documents of each region, both the curriculum and the assessment taking as reference the minimum levels set by the MEC for the curriculum and evaluation. The results indicate that there are differences in the number of evaluation criteria curriculum areas between the regions and the inclusion of issues relating to multilingualism in official languages communities. In some Autonomous Regions there are nuances and differences are found in the concretion of some aspects, especially in the evaluation of the teaching process, the attention to diversity, as well as the evaluation documents. In conclusion, we can say that these differences in the importance of other languages, the largest number of criteria and the importance of the assessment process, are important to ensure the regional understanding of the evaluation process raised in national legislation. And that most of the criteria coincides mostly with the regions with better results in PISA.

Kindergarten; Evaluation; Legislation; Teaching and learning; Methodological guidelines.