the benefits of documenting young children’s...
TRANSCRIPT
The Benefits of Documenting Young Children’s Learning
By Heather Davis
Angus Pedagogical
Documentation Policy
Pedagogical Documentation Policy Audit- Principle 1
Question
Evidence
Do we invite parents and children into our setting to discuss what we do and to find out about the child?
Yes- Dates from the diary-Letters out to parents
Does the My World/All About Me begin the documentation process for each child?
No- there are no sections for children/parents to record their interests from home. The questions for a 6 week follow up are difficult to understand.
Do our observations show each child in context in a holistic way?
In some cases- mostly not.
Are we analysing our observations? No
Are we adding commentaries as part of our documentation process?
Yes- both on the wall and in the folders.
Are we providing stimulating experiences for children to represent their ideas in different ways?
Children appear engaged and motivated in their learning experiences. We use play dough, paint pens, pencils, sand and water.
Are we observing and documenting children’s words? Yes- children’s words are visible on the walls and in the folders.
Are we observing and documenting children’s movements? Not unless it is a physical observation.
Are we observing and documenting body language? No
Are we observing and documenting children’s drawings/ models/ other representations?
In some ways- not in any depth
Are we analysing these and responding appropriately? Little analysis- unsure of appropriate responses.
Are we planning learning with the children in order to support their interest? (use appendix 4 as an example and to reflect on our own plans?
Not really- we do ask them to contribute to mind maps and try and follow their interest but we have no real discussion about the learning taking place.
What is Pedagogical Documentation?
Pedagogical Documentation is a process which seeks to reveal, understand and make visible the
learning of adults and children.
It enables adults and children to find the meaning in what they do, what they encounter and what
they experience.
How does this differ from the evidence gathering that is part of our everyday classroom practice?
Shared Values • SSSC Code of Practice • 1.1 – Treating each person as an individual. • 1.4 – Respecting and maintaining the dignity
for service users. • 2.2 - Communicating in an appropriate, open
accurate and straightforward way. • 4.1 - Recognising that service users have the
right to take risks and helping them identify and manage potential and actual risks to themselves and others.
Research Question How will the introduction of the documentation
approach improve how we plan learning experiences for the children?
Sub Question 1:
What skills will staff need to be able to
implement a documentation approach into their daily practice?
Skills • Practical - how to use documentation
tools - do we need to up-skill?
• Cognitive - how do we perceive learning?
• Strong value base - an understanding of children and how they learn.
Principle 1 We listen to and value each child’s
opinion by:
• taking time to get to know each child
• listening using all of our senses
• responding appropriately to views, ideas and suggestions.
Principle 2 We will recognise children as capable and
resourceful by:
•responding to their needs, interests and individual stages of development
•supporting them to follow and develop their interests, knowledge, understanding and skills.
Principle 3 We recognise children to be active participates
in their own learning by:
•encouraging children to think about their learning
•supporting children to pursue their own interests and giving them ownership
•involving children’s families in their learning.
Principle 4 Children are perceived as individuals by:
•gathering information about the individual’s circumstances, needs and interests
•making learning visible for children and families.
Skills that staff need: • ability to use the documentation tools • an understanding of child
development • shared values in the staff team • being able to listen with all of our
senses • valuing children and childhood.
Research Question How will the introduction of the
documentation approach improve how we plan learning experiences for the children?
Sub Question 2:
What are the benefits of this approach for the emotional development of the children
in my setting?
Emotional Development • children’s
emotional well-being provides the basis for current and future learning and development.
Leuven Scales Well-being is when children: • feel at ease • act spontaneously • are open to the world and
accessible • express inner rest and
relaxation • show vitality and self-
confidence • are in touch with their
feelings and emotions • enjoy life.
Involvement is when children are:
•concentrated and focused • interested, motivated and
fascinated •mentally active •fully experiencing sensations
and meanings •enjoying the satisfaction of
their exploratory drive •operating at the very limits of
their capabilities.
Rebecca spent a long time exploring play dough alone, at times talking and smiling to herself.
She followed the instructions independently to make the play dough today for the first time and added in the beads and spaghetti before
the educator joined her.
Conversation Rebecca - “Do you like my birthday cake?” Educator - “It’s lovely, did you make it yourself?” Rebecca - “Yes” Educator - “Who’s birthday is it?” Rebecca - “My mummy’s” Educator - “How old is your mummy?” Rebecca - “3” Educator - “How many candles are you putting on her cake?” Rebecca - (counting them) “1-2-3-6-4-8-9”
Learning Observed confident in her surroundings confidence in her capabilities
can make play dough without asking for adult assistance
happy and content to play by herself knows how a birthday cake looks
home experience of making and decorating cakes.
Level Well-being Signals
1 Extremely Low The child shows signs of discomfort, such as crying or screaming. They may look dejected, sad, frightened or angry. The child does not respond to the environment, avoids contact and is withdrawn. The child may behave aggressively, hurting him/herself or others.
2 Low The posture, facial expression and actions indicate that the child does not feel at ease. However, the signals are less explicit than under level 1 or the sense of discomfort is not expressed the whole time.
3 Moderate The child has a neutral posture. Facial expression and posture show little or no emotion. There are no signs indicating sadness or pleasure, comfort or discomfort.
4 High The child shows obvious signs of satisfaction (as listed under level 5). However, these signals are not constantly present with the same intensity.
5 Extremely High The child looks happy and cheerful, smiles, cries out with pleasure. They may be lively and full of energy. Actions can be spontaneous and expressive. The child may talk to him/herself, play with sounds, hum, sing. The child appears relaxed and does not show any signs of stress or tension. He/she is open and accessible to the environment. The child expresses self-confidence and self- assurance.
The Leuven Scale of well-being
Jamie was following the instructions to make a bed as he had got a new one at the weekend.
He spent most of the morning
constructing and deconstructing a
bed using his instructions that he had drawn to help
him. Jamie was totally engaged
and invited some of
friends to help him at a later stage and
when it was completed
to his satisfaction he had a sleep in it.
Conversation Jamie - “I need these instructions and a measuring tape to make sure it fits in the room - I think it’s all correct the numbers say 20 on the instructions and I have got 20 on the measure so it’s the same.” Educator - “What else do the instructions tell you?” Jamie - “Well they tell you the tools and the nails and screws that you need – a hammer and you have to look at the pictures to know what you do next” Educator - “Do you have everything you need?” Jamie -“Yes thank you, I’m just checking everything.”
Learning Observed • Jamie is transferring his knowledge that
he has gained at home from helping his Dad build his new bed
• he understands the purpose of instructions
• has a concept of sequencing as he described the order of following the picture instructions.
The Leuven Scale of Involvement Level Engagement Examples
1 Extremely Low - the child shows hardly any activity
No concentration: staring, daydreaming- An absent, passive attitude. No goal-oriented activity, aimless actions, not producing anything. No signs of exploration and interest. Not taking anything in, no mental activity.
2 Low - the child shows some degree of activity which is often interrupted.
Limited concentration: looks away during the activity, fiddles, dreams. Is easily distracted. Action only leads to limited results.
3 Moderate - the child is busy the whole time but without real concentration.
Routine actions, attention is superficial. Is not absorbed in the activity, activities are short lived. Limited motivation, no real dedication, does not feel challenged. The child does not gain deep level experiences. Does not use their capabilities to full extent. The activity does not address the child’s imagination.
4 High - there are clear signs if involvement, but these are not always present to their full extent.
The child is engaged in activity without interruption. Most of the time there is real concentration, but during some brief moments the attention is more superficial. The child feels challenged, there is a certain degree of motivation. The child’s capabilities and imagination to a certain extent are addressed in the activity.
5 Extremely High - during observation of the learning the child is continually engaged in the activity and absorbed in it.
Is absolutely focussed, concentrated without interruption. Is highly motivated, feels strongly appealed by the activity. Even strong stimuli cannot distract him/her. Is alert, has attention for details, shows precision the mental activity and experience are intense. The child constantly addresses all its capabilities, imagination and mental capacity are in top gear. Obviously enjoys being engrossed in the activity.
My Findings
Level 6 Of 5 Engagement 4 3 2 1 __________________________________ Child A B C D E F G
Free Play Group Times
For Emotional Development:
• trust between adults and children
• open ended opportunities for
exploration and investigation
• time to explore.
Research Question How will the introduction of the
documentation approach improve how we plan learning experiences for the children?
Sub Question 3:
What differences will this approach make to the relationships between the educator and
the child?
Relationships
The children were observed working together to build a bus using the large construction blocks. They used different sizes of blocks and put them together to represent different parts of the bus. After completing the bus Miss Brown was invited into their play and the children took on different roles. Katie was the bus driver - “I drive like my mummy’s car.” Rory wanted a turn at being the driver too, “After you it can be my turn, but hurry up - I think we are there now.”
Keiran and Jamie were involved in
making sure everyone had tickets
for their journey on the bus while Craig
made snack for everyone in his pot.
Both bus drivers were fully immersed in the
role play, representing movements of the
steering wheel and mimicking vehicle
sounds.
What makes positive relationships?
• listening effectively to each other
• valuing each other
• positive body language
• sharing together
• smiling together
• laughing together
• learning together.
Summary • skills in observation and documentation of
learning, co-researching and questioning. Remember to include the adult as a learner as well as the child
• without emotional security a child is unable to develop to their full potential
• the relationships which are formed between adults and children are the basis on which high quality learning environments are developed.
How will the introduction of documentation improve how we plan
learning experiences for children?
• we have a strong value base • we have skills in observation leading to
future possibilities on learning • we have emotionally secure children
who are engaged in their learning • we have a positive reciprocal learning
culture based on trust and mutual respect.
Finally
The Hundred Languages of Children by
Loris Malaguzzi
https://youtu.be/5ayT-x3Htv4