Today with rising professional education standards, increasing regulation and expectations from parents, early childhood education has significantly changed.  For the most part educators have carried the burden of producing more work with very often less time and are adapting to the increasing pressure by implementing methods that streamline repetitive, duplicating or arduous tasks. More recently, many early childhood educators are taking streamlining processes to the digital arena, developing systems and adapting new methods in communication, like LIFT, Facebook and Google tools to further simplify the growing demand on their diminishing time. 

So what is required of early childhood educators and why would a teacher want to use digital tools to simply this process. 

Just the tracking tools alone in paper based systems can make you groan!

Educators have to observe all children, (and document these observations), identify and evaluate learning both developmentally and against approved curriculum criteria (EYLF outcomes), extend upon that learning, link that learning to future programs (and be able to show that link).  Educators have to document what experiences they have offered, have documentation readily available for families and regulators, and reflect on their practice both qualitatively and quantitatively against approved curriculum (EYLF teaching principles and practices).  How does an educator do this with a paper based system?  Arguably they don't really ever document all of these requirements or even if they do make a noble attempt to try, they spend significantly more time than is available to do administrative tasks.  Take a look at some links to some recent paper based examples of documentation systems.  Many are painfully repetitive or don't meet all of the requirements. 

It is clear that none of these provide a solution that meets all requirements and all require unnecessary duplication and are very difficult to cross reference ‘tracking’ of tools used and work done.

Databases can organise the complex documentation required for early childhood educators into searchable, reportable systems with easily created and track-able links between key tasks such as the link between observations - to "followed up" activities - parent involvement - to new observation.  LIFT provides a comprehensive documentation solution for educators to share, easily link and show links to plans and curriculum criteria and principles.  Other helpful tools we recommend to further extend and connect teachers and families are: 

• Google Documents (great way to create free shared documents & surveys)
• Facebook - create an open public page and private community pages where you can share so much information with families in a way that is effective and engaging

Paper based systems tie down managers

Even if individual teachers can navigate paper-based systems, how do managers of educators easily supervise and audit without overly administrative double handling and checking?  In my opinion you just can't.  Too often I have heard horror stories of fantastic services failing validation because of one individual falling behind on their documentation.  Early childhood managers are also time poor, particularly at present when the early childhood industry is going through radical reform and re-regulation, and need to find easier ways to connect, sample, supervise and review.  Electronic tools can make reporting, sampling and general supervision of the program far more streamlined and free up managers time to spend more time building, training and supporting their teams. 

Job flexibility is hard outside of secure online tools - It's heavy and full of risk to take your paperwork home! 

It is just too difficult with paper based systems that make it impossible for families and staff to access and/or review children's files outside of the physical service or at a time more suitable to them.  Removing a child's ONLY record from a service could be disastrous if those records are lost, damaged or not transported securely. The only way around this is duplication or at least photocopying which is also nevertheless time draining.  Online tools like LIFT completely remove these barriers, allowing staff to work more flexible hours, at home and for parents to access their children's information at any time that works for them!

Communicate at a time that suits you!

 

And what about sharing of information?  How can teachers collaborate ideas and work effectively with parents, when communication is strained by time, family and work pressures also.  Drop off and pick up time is always strained, even on the best of days with many families vying for educators' time. Educators and families need to find ways to communicate outside of these peak demand times, at a time that suits them, but facilitating this communication is extremely difficult using paper based systems as basic information about the day needs to be duplicated for each family.  

Technology opens opportunities to extend collaboration in ways never dreamed of possible using paper based systems

The opportunities to share and collaborate amongst the wider community of educators are greatly improved by online tools.  For example, LIFT has a growing database of thousands of ideas which educators are collaboratively building on a day by day basis.  Online tools like LIFT make sharing easy and break down barriers between educators such as distance and field of teaching (preschool, family day care, long day care etc.).

 

Summary

With increasing pressures to do more with less, educators need to find ways to remove duplication, easily show linkages and connect better with families.  Stop lugging those folders around, work and communicate at a time that suits your busy lives by adapting and implementing some of the many new electronic tools available.  

Like to find out more about LIFT?  Sign up for a free 30 day trial today.

Anecdotal Observations

An anecdote is a "short account of a particular incident or event of an interesting or amusing nature", often biographical ("Anecdote",nd). Anecdotes are useful for taking quick, simple notes that have been observed throughout the day.  They are generally written in past tense and can be written up after the event when a teacher has more time.  When taking an anecdotal observation it is good to note the time, date, place & relevant context of the event (eg. location, background information, children involved etc.).  Essentially an anecdote tells story of what the observer has seen.  As in all story telling, there are no strict rules for how this is done, however, it is worthwhile pointing out that observers should avoid using too much interpretation within their observation as this could inhibit subsequent reflection, particularly when reviewing a number of observations together at a later time. 

PROS: Quick & can be remembered and written in past tense

CONS: Less objective 

Example:

Date: 1/11/2010    Time: 9:15am   Observer: Natalie   Location: Main Playground  Child/Children: Jai (4.1 yrs) Liam (4 yrs)

Anecdotal Observation:

Jai and Liam were playing "cooking" in the sandpit.  Jai filled up his pots with sand whilst Liam stirred up a batch of rocks and sand at the toy stove.  Jai said "Liam can you bake my cake".  Liam said "in a minute...my cake's not done yet".  Jai said "Can I see?" and he went over to the stove to see Liam's pot.  "My cake has chocolate in it...see" Liam points to the mix.  Jai giggles..."Yum" and grabbed a handful of the mix and pretended to eat it whilst dropping the sand to the ground. Liam laughed "You can't do that...you have to wait till it is cooked!"

Interpretation (What learning is occurring):

Liam and Jai have developed a good friendship and are interacting together well.  This activity showed that they enjoy dramatic pretend play of an activity they probably have both observed at home.  

Opportunities:

To leverage Jai & Liam's interesting in cooking into a mathematical cooking experience for counting and weighing ingredients.

Diary/Journal/Reflective Observations & Portfolios

These are fantastic way of building up a picture of the whole child, the activities they participated in and their interests. Typically consisting of a compilation of photographs, work samples and summaries of the day. I particularly find them useful in group observations or integrating group observations with the individual.  In many cases children (and families) can become involved in the portfolios production and in such cases it is important that the observations focus on the child's strengths.  

They can be time consuming and normally require regular compilation (although not compulsory). 

PROS: Simple & visually attractive - great for presentation and collaboration with families.  Very good, especially when preparing group observations on a computer, for preparing and easily reproducing across a large group of children.   

CONS: Can be time consuming (as presenting aesthetically can be a challenge)

Developmental Progress Assessments/Check-lists

Many educators, myself included, have now accepted that normally developing early learning is helped little by undertaking developmental check list observations,  where the focus is less on encouraging the educator to observe and build upon differing emerging strengths of individual children; which can appear at widely varying times, even amongst children of similar ages.  However, whilst not beneficial in supporting and fostering normal 'individual' learning,  it does have a place in early identification and confirmation of concerns in developmental delay and ultimately is highly beneficial in ensuring early intervention strategies are applied in a case where developmental delay is confirmed and long term outcomes are then improved. It can also be a helpful tool to prompt/remind/guide educator on potentially developmentally/age appropriate activities. 

PROS: Very good for identifying/confirming developmental delay and improving long term outcomes for a child where early intervention strategies are subsequently implemented.   Can also be good for prompting educators to challenge children to move to try new activities because it is developmentally appropriate. 

CONS: Poorly supports 'strength based' learning and if it is a key or only technique applied,  can limit opportunities to build upon children's differing emerging abilities.

Cultural Maps

Event Samples

Event sampling is a useful technique for observing behaviours, in particular for identifying the causes and possible consequences of certain behaviours, triggers and interactions.  

Event sampling is normally recorded using the "ABC" technique:

- A for Antecedent (possible triggers, behaviours, actions) immediately prior to the event;

- B for the Behaviour (a summary of the observed behaviour)

- C for the Consequences (what happened immediately after the behaviour/event.

An example of an event sample which may be recorded using this method includes observing each time a child exhibits signs of aggressive behaviour and any causal factors. The knowledge gained from this observation would then likely be helpful in terms of identifying possible triggers.

PROS: Facilitates effective collection of information to help inform teachers of possible triggers for an event/behaviour

CONS: Time (Requires planning & preparation).  Sometimes difficult to capture all that has occurred, particularly prior to an event. 

Example:

Date: 1/11/2010    Time: 9:15am   Observer: Natalie   Location: Main Playground  Child/Children: Jai (4.1 yrs) Liam (4 yrs)

Observation:

Interpretation:

Jai and Declan are learning how to make decisions and direct theirs and others play.  In this circumstance Declan was unable to physically force Jai to another activity.  

Opportunities:

To encourage discussion and/or read a story about listening and sharing (of your time/toys etc.)

Learning Stories