Community Child Care Co-operative » Blog Archive » Documentation – Who is it really for? One of the biggest points of discussion at our staff meetings is documentation, how much time it takes, does it make a difference to our classroom practise and outcomes for children, and do families really care? Feedback from some families has told as that they just like to look at the pictures of their children and are not interested in the links to the EYLF and to theorists. They just want to know their child is happy and engaged. Over the past three years we have changed the way we plan and document children’s learning 3 times. Each year as we go along we reflect and make small changes. At the moment we observe and document using observations, photos, recordings, samples of work, jottings, learning stories, feedback from families and anything else we feel is useful. We have discussed using apps on iPads as well as recording conversations. We talked about this at length. QA 1 Educational Program and Practice Contributed by:
Learning to Document in Reggio-inspired Education ShareView in Chinese (PDF)HomeJournal ContentsIssue Contents Volume 13 Number 2©The Author(s) 2011 Learning to Document in Reggio-inspired EducationCarol Anne Wien York University with Victoria Guyevskey & Noula Berdoussis This article discusses how teachers in child care and elementary schools learn to work with Reggio-inspired pedagogical documentation. While teachers grasp the value of such documentation theoretically, it is most challenging but exciting to use in practical settings. Documentation illuminates teacher theories about children’s understanding: watching such theories change through study of documentation and further teacher research profoundly influences professional development. If you have benefited from free access to ECRP, please consider making a financial contribution to ECRP so that the journal can continue to be available free to everyone. Documentation as Teacher Research Pedagogical documentation is the teacher’s story of the movement of children’s understanding.
Learning with technology for pre-service early childhood teachers (Free full-text available) Anne Campbell Faculty of Education, University of Canberra Grazia Scotellaro Faculty of Education, University of Canberra This paper describes an innovative pilot project at the University of Canberra aimed at providing pre-service early childhood teachers with the skills, confidence and ideological change required to include technology-enhanced learning as part of the early childhood curriculum. Introduction When my grandson turned three I made the mistake of giving him a toy mobile phone for his birthday. Welcome to the world of the 'digital natives' (Prensky, 2005), the 'millenials' (Howe & Strauss, 2000; Oblinger, 2003; Wiethof, 2006; Zemke, 2001) or the D-generation (Jukes & Dosaj, 2006) who were born into a world where technology is a given and where mobile phones and computers are tools you have used since your fingers were big enough to press the keys or the touch screen. It is a technological world in which children are often more comfortable than their parents and teachers.
Understanding Programming for EYLF Proper learning as you suggest doesnt just happen at activities, it happens across the day through the relationships and interactions we have with children, through the care we give in routines, and in the friendships with other children. Totally understand this and obviously this is taken into account in play-based learning and other methods and philosophies of learning as well. From my experience ... and I have been dealing with children and learning and education for over 15 years... what I am seeing (at this particular place) I do not feel really allows the child to have the experiences that he could have and that upsets me. There is my problem ...
Let the Kids Learn Through Play Photo TWENTY years ago, kids in preschool, kindergarten and even first and second grade spent much of their time playing: building with blocks, drawing or creating imaginary worlds, in their own heads or with classmates. But increasingly, these activities are being abandoned for the teacher-led, didactic instruction typically used in higher grades. In many schools, formal education now starts at age 4 or 5. Without this early start, the thinking goes, kids risk falling behind in crucial subjects such as reading and math, and may never catch up. The idea seems obvious: Starting sooner means learning more; the early bird catches the worm. But a growing group of scientists, education researchers and educators say there is little evidence that this approach improves long-term achievement; in fact, it may have the opposite effect, potentially slowing emotional and cognitive development, causing unnecessary stress and perhaps even souring kids’ desire to learn. Continue reading the main story
files.acecqa.gov.au/files/Information sheets/Information sheet - Guidelines for documenting children's learning.pdf Earlychildhood NEWS - Article Reading Center “Why do the children just play all day?” asks a parent. “How do you know if they are learning?” Do children “just play” all day? Extending Children’s Activities How does one extend a child’s activities? · What do I already know about this child? · What can I add to what he or she is doing? · What sort of feedback am I getting? Question #1: What Do I Know? Activity time is in full swing (note it is not called “play time” or “work time”). · How long does this child usually stay with an activity? · What kind of depth will this child add on her own? · What does she know about this topic? · What are some new facts she might be ready to learn? · What does this child know about letters and numbers? · Is it appropriate to think about teaching her letters or numbers? · What other goals do you have for this child’s development? If you cannot answer the bulk of these questions, you need to observe the child further and learn more about her current abilities and interests. Question #2: What Can I Add? “Sara!”
Earlychildhood NEWS - Article Reading Center The Child Development Associates (CDA) competencies that can be used for this article are: To ensure a well-run, purposeful program responsive to participant needs. For more information on the CDA competency requirements, contact the Council for Early Childhood Recognition at (800) 424-4310. This article helps meet the following Certified Childcare Professionals (CCP) professional ability area: The ability to reliably assess children’s development. For more information on the CCP certification, contact the National Child Care Association at (800) 543-7161. Jack, age four, really liked to build three-dimensional structures. Sandy had heard the terms "authentic assessment" and "developmental assessment" and had also read that the U.S. Assessment is the process of finding out what children can do, what they know, and what they are interested in. While there are many forms of assessment, certain methods work better with young children. What Are Portfolios? Priscilla D. References
How we document – Albury Out of School Hours | We Hear You This month, Cathy Northam, Director of Albury Out of School Hours (OOSH) writes about her team’s innovative approach to documentation, reminding us there are many ways to approach this responsibility. My colleagues and I had a light bulb moment when we sat down to review the documentation policy for our service. We felt the diverse and transient nature of out of school hours care required a different approach to the documentation framework used in long day care. We asked ourselves: What does documentation in OOSH look like? Is what we record relevant and how can we improve it? Once we stopped to think about the ‘how’ and ‘why’, we were able to identify a method of documentation that works for our children and their families. At Albury OOSH we have a strong focus on respecting children’s rights, particularly a child’s right to have an opinion and be heard, and a child’s right to privacy. So, how do we meet our NQF requirements and honour our children’s rights? Our approach Like this:
Understanding the use of Observations,Reflection and Linking in Early Childhood Settings. I still remember learning about observations when I was studying my Diploma over 20 years ago now. The best piece of advice I was given was to find what works best for me because that will probably be what then works best for the children in my care. Simple right? We can do this together I promise! What are Observations & why do we do them? Such a simple term but when using this term in early childhood settings it can become a little confusing as to what is really expected when we talk about ‘observing children’. Objective — writing what we see and hear. As well as gathering information on a child’s development you are also aiming to gather information on a child’s emerging skills Let’s break that down….or in training speak ‘unpack it’! You are basically gathering information about a child to inform your programming and ensure you are planning appropriate activities, strategies and experiences for each individual child and also the whole group. What Observation Style suits me best? 2.
Prepare to Play!: Interesting Display Ideas I'm always looking for new ways to display my children's work and document their learning. Here is a collection of photos from around the blogs that have caught my eye recently... What and how we choose to display children's work conveys strong messages about what we as adults value. "At some level, the children are aware of what the adults really care about, what they judge to be interesting, worth doing, worth probing, and worthy of their time and serious attention. - Lilian Katz