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.
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!”
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
More Than Pretty: Creative Arts as a Language of Learning Children’s artwork can be truly beautiful. Visually captivating. But more than being pretty, or even interesting, it can tell a story. Look intently as they create and you will see the child’s story unfold. Quite often he story of a theme or subject, and always the story of the artiste – a window into their knowledge, thoughts and ideas, feelings and emotions. I was recently asked what led to my passion for process art for children and my response included; ”For six years I was the start-up Director of an Early Learning Centre for 2-5 year olds and it was during this time that I began researching, and ultimately adopting, an Emergent Curriculum approach to early education. Early one morning Immy (5 1/2 years), AJ (15 months) and I looked out the playroom window to discover a brightly coloured parrot eating an apple on a fruit tree in our backyard. She had already completed the first page of her book, “Parrots eat apples,” (shown above) and was working on the cover (see below).
Mummy Musings and Mayhem: Documenting in a Home/Family Day Care Service - Part 1 Developing your Planning Cycle. Working as a family child care educator is a rewarding job and there are some dedicated and talented professionals in our field of work but let’s be honest…it is a lot of work meeting programming requirements, Australian EYLF outcomes and scheme or coordination unit regulations. There are no lunch or morning tea breaks let alone a toilet break….no programming time while another staff member takes over the children’s care, no cleaner, no gardener, few sick days or holidays. It can get overwhelming…I know, I’ve been there this month as I try to combine running a business and family with all the usual household tasks and the landscaping we are trying to finish. I’ve learnt it’s important to use your time efficiently and ensure you have systems in place that work for you. Although programming does take time and often has to be completed at night or weekends it doesn’t need to take over and it certainly doesn’t need to be as stressful as I am seeing many educators make it. Your Planning
EMERGENT CURRICULUM: WHAT DOES IT MEAN? « "FLIGHTS OF WHIMSY" In reality, many educators profess to use an ‘emergent curriculum’ approach in their work with children, but what happens in their preschool environment can seem to be at odds with the philosophy that underpins an emergent curriculum approach. So I would love to open this up for discussion. Please feel free to join in and help make this a lively conversation that can hopefully be of great benefit to all readers (including me!) Here is a provocation, to help promote the conversation. A piece of work completed by 5 year old Jordyn that was completely self-initiated and independently completed. A piece of work that was teacher-directed with pre-cut templates and a preconceived plan. And now some questions to ponder upon. was intrinsically motivated/motivating? Please feel free to start or join in the discussion.