Currently, the use of standardized tests in Canada and the United States is widespread in preschool education, especially for assessing early literacy skills. However, this assessment practice seems to be inappropriate when it comes to the support of young children in their learning process. According to the vygotskian approach, usual assessment practice incorporated into symbolic play would be more adequate. In literature, few empirical studies document assessment practices of early literacy integrated into symbolic play in preschool classes. Thus, this article will present the case study we will conduct in order to describe these assessment practices as currently applied by teachers. This research could have an impact on the education area by offering models to preschool teachers where early literacy assessment has been incorporated into symbolic play.