This research investigates key psychometric properties of the French Early Years Evaluation-Teacher Assessment measure designed to systematically assess kindergarten children across five social and academic developmental domains: awareness of self and environment, social skills and behaviour, cognitive abilities, language and communication, and physical development. New Brunswick francophone kindergarten children were recruited to assess the instrument's internal consistency; content, construct, concurrent and discriminant validity; and linguistic bias relative to the English version. Results indicate that the French measure has strong psychometric properties, and that it can therefore be used with confidence to screen for at-risk children in francophone kindergartens.