Implementing and refining my pedagogical tools.
My professional documentation must reflect the fact that every child is unique and as such will learn in their own ways, in their own time and at a different rate than their peers. The Early Years Framework (2009) emphasises the need for educators to use "... a variety of strategies to collect, document, organise ...and interpret information ..." (Early Years Learning Framework, Department of Education, Employment and Workplace Relations, 2009, p.17) in order to "... capture and validate ..." (DEEWR, 2009, p.17) the ways in which children achieve their developmental outcomes.
I am confident that the pedagogical tools I use for documenting and assessing children's learning will continue to develop and evolve during my career. They will be modified and changed according to what is effective and what is not, so I am able to clearly and concisely convey to families and other professionals the development and learning that has occurred.
OBSERVATION, LISTENING, DISCUSSION and DOCUMENTATION
I actively observe how children are engaging with others, the staff, the materials and the environment. I listen to what is occurring within the programme - children's ideas and questions, what information they are sharing with staff and their peers and make notes. These are used to guide the programmes I provide. In order to gather information and insights I talk to families and staff about children's interests, needs and development, their play and learning. All of which enables me to ensure that my care and educational programmes are effective. Talking to the children about these things allows them to take some ownership of the learning environment.
NOTE TAKING
Making quick notes about what I am observing, hearing and thinking help when formulating the program and when writing up observational data. Notes and observations can be used as a reflective tool to guide professional practices for staff and to stimulate further learning when discussed with the children.
PHOTOGRAPHY and VIDEO/AUDIO RECORDING
Capturing images and/or the voices of children's play and their creations can be invaluable in demonstrating the devevlopment and learning as it occurs. It can enhance written documentation, form part of individual portfolios and easily convey the progress made throughout the pre-school year.
These pedagogical tools have been of great use in the workplace and in my professional placements. Whilst a student on placement I have resumed carrying a small notepad and pen in my pocket - a habit I got out of when working in the long daycare sector; in the workplace I relied on other staff to help in the observational process but as a student I was solely responsible for gathering the data. I was unable to secure familial consent for photographs of some focus children and had to be more proficient at taking quick descriptive notes to ensure I gathered as much evidence as possible. I would then write these up in more detail later in the day. Whilst I could not photograph the children I was able to capture their words, photograph and/or colour photocopy their work and creations. I usually asked the child/children involved if they would like to have or take a photo of what they had done. I then followed this up in their next pre-school session by showing the children their photos. We were then able to reflect together on what they had done and discuss what they/we could do differently next time. Copies of these observations and pictures were placed in each child's individual portfolio.
Documentation is a way to enhance my recall of events and direct children's focus on their past learning and experience; as such it then forms part of my planning process. Documenting my observations in a socio-cultural context supports and builds my understanding of the impact social interactions have on learning and what Vygotsky refers to as the 'Zone of Proximal Development', where children learn independently and in collaboration with others. All of this information guides me in selecting and providing open ended activities and experiences which are based on children's interests and which encourage them to make choices and guide their own learning in the educational environment. The way individual children prefer to learn (Gardner's Multiple Intelligences) is also evident through thorough written and photographic documentation as play and behaviour patterns quickly become apparent. This knowledge reminds me of the need to provide activities and experiences that encompass each of the ways of knowing that form Gardner's Multiple Intelligences.
Through documentation I am able to set goals for myself, the programme and more importantly for the children's wellbeing and learning.
Using all of these tools, often simultanously, enables me to reflect on the programmes I provide and on my personal practices which ensures my pedagogical approach remains responsive to the needs of the children and families I work with. It also assists me in monitoring and guiding the effectivenesss of the teaching team in which I work.
I am confident that the pedagogical tools I use for documenting and assessing children's learning will continue to develop and evolve during my career. They will be modified and changed according to what is effective and what is not, so I am able to clearly and concisely convey to families and other professionals the development and learning that has occurred.
OBSERVATION, LISTENING, DISCUSSION and DOCUMENTATION
I actively observe how children are engaging with others, the staff, the materials and the environment. I listen to what is occurring within the programme - children's ideas and questions, what information they are sharing with staff and their peers and make notes. These are used to guide the programmes I provide. In order to gather information and insights I talk to families and staff about children's interests, needs and development, their play and learning. All of which enables me to ensure that my care and educational programmes are effective. Talking to the children about these things allows them to take some ownership of the learning environment.
NOTE TAKING
Making quick notes about what I am observing, hearing and thinking help when formulating the program and when writing up observational data. Notes and observations can be used as a reflective tool to guide professional practices for staff and to stimulate further learning when discussed with the children.
PHOTOGRAPHY and VIDEO/AUDIO RECORDING
Capturing images and/or the voices of children's play and their creations can be invaluable in demonstrating the devevlopment and learning as it occurs. It can enhance written documentation, form part of individual portfolios and easily convey the progress made throughout the pre-school year.
These pedagogical tools have been of great use in the workplace and in my professional placements. Whilst a student on placement I have resumed carrying a small notepad and pen in my pocket - a habit I got out of when working in the long daycare sector; in the workplace I relied on other staff to help in the observational process but as a student I was solely responsible for gathering the data. I was unable to secure familial consent for photographs of some focus children and had to be more proficient at taking quick descriptive notes to ensure I gathered as much evidence as possible. I would then write these up in more detail later in the day. Whilst I could not photograph the children I was able to capture their words, photograph and/or colour photocopy their work and creations. I usually asked the child/children involved if they would like to have or take a photo of what they had done. I then followed this up in their next pre-school session by showing the children their photos. We were then able to reflect together on what they had done and discuss what they/we could do differently next time. Copies of these observations and pictures were placed in each child's individual portfolio.
Documentation is a way to enhance my recall of events and direct children's focus on their past learning and experience; as such it then forms part of my planning process. Documenting my observations in a socio-cultural context supports and builds my understanding of the impact social interactions have on learning and what Vygotsky refers to as the 'Zone of Proximal Development', where children learn independently and in collaboration with others. All of this information guides me in selecting and providing open ended activities and experiences which are based on children's interests and which encourage them to make choices and guide their own learning in the educational environment. The way individual children prefer to learn (Gardner's Multiple Intelligences) is also evident through thorough written and photographic documentation as play and behaviour patterns quickly become apparent. This knowledge reminds me of the need to provide activities and experiences that encompass each of the ways of knowing that form Gardner's Multiple Intelligences.
Through documentation I am able to set goals for myself, the programme and more importantly for the children's wellbeing and learning.
Using all of these tools, often simultanously, enables me to reflect on the programmes I provide and on my personal practices which ensures my pedagogical approach remains responsive to the needs of the children and families I work with. It also assists me in monitoring and guiding the effectivenesss of the teaching team in which I work.
