Tag: Learning Story

Why wholly paper based documentation systems are just too hard!

Drowning in EYLF paperwork




Less time but more to do!

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.



Back to basics - A brief summary of early childhood observation methods and techniques


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

The impact of family and culture on children and ultimately their learning is immeasurable.  Understanding and supporting children and families, their culture and their learning will greatly improve educator ability to identify positive learning opportunities for children.  Cultural maps are written and/or visual records of culture.  Some examples elements of culture that could be included on a cultural map include: religion, belief, ethnic, knowledge, family immediate and extended, social demographics, food preferences, dress preferences etc. Cultural maps provide not only an amazing resource of knowledge and understanding for educators but also an amazing opportunity for children and families to participate in the process and exploration of their own culture.  

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 a key or only technique applied can limit opportunities to build upon children's differing emerging abilities.


Social Maps/Sociograms

Socio grams are a great way to illustrate communication and interactions of a child or children within a group and their friendship preferences.  Generally speaking they are normally presented visually with key references to describe the different elements on the 'map'.  Sometimes it might be helpful to overlay with other factors such as the physical layout of an environment, the presence of adults and other relevant influences to see if interactions are affected by these factors.   

An example



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:

A B C
Jai & Declan are playing blocks.  Jai is building a tower.  Declan gets up and asks Jai to come with him to play on the lego table.  Jai does not respond.  Declan come up behind Jai and wraps his arm around Jai.  Jai cries "don't...you hurt me"..Declan says sorry but still pulls at Jai..."come on".  Declan pulls Jai over.   Jai looks up and pushes Declan away. Declan falls over and cries. Delcan gets up and runs to a teacher..."Jai pushed me"  Jai turns away..."Declan hurt me"...Jai walks to the book corner on the other side of the room. Declan follows sits down beside Jai. Two minutes later both boys are smiling again.

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

Learning stories are illustrative narratives about children's learning which involves all the stakeholder who are involved and/or support children's learning, including children, educators & families. "Learning stories shows a child’s progress over time and tend to be a more engaging form of reporting. The stories also provide valuable information which can be used to establish strong links between home and the care environment, and provide parents with an insight into what happens when the child is in care" (Ryan, K. nd)

Learning stories evolved from New Zealand's Te Whariki curriculum and over time have been simplified into three key questions:

1. Describe the learning
2. Review the learning
3. What's next (what will the stakeholders do to further support or enhance the learning)

Another technique typically used in learning stories is the recording of 'voices' of each stakeholder including:

- the child's voice
- the educator's voice
- the families voice

Some great online samples I have found include: 

http://www.giftedconference2009.org/presenter_files/margrain_p17_narrativesforlearning.pdf  - examples applied in primary school children, but a fantastic overview of the process and the possibilities

http://earlylearningstories.info/ - some of the best early childhood examples I have seen in this format. 

http://ecrp.uiuc.edu/figures/v9n2-perry/lukes-plan.pdf - some more great early childhood examples

PROS: Detailed, fun, engaging to children, educators and families alike

CONS: Very time consuming, requires coordination and can focus too much on the images captured and the story told than on the learning


Running Records/Narrative Observations

These are very detailed descriptions of an event or behaviour which is recorded as it happens.  They are recorded in present tense and provide step by step commentary of what is observed.  They can be very helpful for closely analysing interactions or a child's progress at acquiring particular skill/learning. Typically a running record records time in increments, although this is not always the case.  The key objective is to be very detail and factual about what you see, recording things that at the time may seem meaningless, but could later help an observer breakdown or better understand the learning that is occurring.  

PROS: Detailed, objective and can really assist a teacher to understand a child's behaviour or progress

CONS: Time consuming, observation must be taken as it is being observed

Example:

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

Observation

(9:15am) Jai is sitting in the sandpit.  He is using a shovel in his right hand to dig sand and pour loose sand into a old cooking pot.  He groans and digs again, lifts the spade (losing half of the sand) and pours into the pot.  He digs again and lifts a scoop of damp sand and lifts it to the pot (his arm wobbles but he does not drop the sand). He swaps hands and digs with his left hand, but lifts the spade with his right hand (dropping sand again).  Jai groans. Jai shovels the sand again with his right arm.  Jai drops the shovel and pats the sand with his left hand and then his right.  He picks up the shovel with his left hand, scoops a large scoop (wobbles and drops some sand) as he puts into his pot.  He pats the sand again with this right hand and reshovels with his left hand.  

(9:19am) Jai looks up to see his friend Liam at the toy stove.  He is watching Liam stir his pot.

(9:21am )Jai says "Liam can you bake my cake". He gets up then squats and picks up his pot.  Jai carries it to Liam.  Jai drops the pot on the table with a heaving sigh.  Liam looks at Jai and smiles and says "in a minute...my cake's not done yet".  Jai walks over to the stove and looks in Liam's pot.  He is on his tippy toes Jai says "Can I see?".   "My cake has chocolate in it...see" Liam points to the mix.  Jai giggles..."Yum" and grabs a handful of the mix, stepping away from the pot (about 3 paces) and pretends to eat it.  The sand mix falls to the ground, Jai steps back as it falls.  Jai walks forward with his hand reaching for the mix again (Jai is smiling). Liam steps in front of his pot  (Liam is smiling) "You can't do that...you have to wait till it is cooked!"

Interpretation:

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.  

Jai shows a preference for using his right arm/hand but is experimenting with his left. 

Opportunities:

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

To provide other gross motor activities to build strength in Jai's left arm. 


Time Samples

Time sampling is effectively the recording of a child's activities/behaviour at pre-determined regular intervals during the day.  Typically time samples are conducted half hourly but the frequency can be as often or infrequent as is appropriate to the child and situation.  Time samples can be very helpful in monitoring child's interactions, particularly if that child is quiet and overlooked or always shows a preference for only a few particular activities.  

PROS: Quick snap shots of a child's day, great for identifying possible triggers of certain behaviours

CONS: Time consuming, observation must be taken as it is being observed

Example:

Date: 1/11/2010    Time: 9:15am-12:15   Observer: Natalie   Location: Various  Child/Children: Jai (4.1 yrs)

Observation

Time Location Activities Interactions
9:15am Main Playground Sandpit/Cooking Pretend Play Liam
9:45am Main Playground
Dinosaur pit (rocks and plastic dinosaurs) Liam & Lachlan
10:15am Main Playground Climbing Equipment Liam
10:45am Kindergarten Room Mobilio Liam
11:15am Kindergarten Room Blocks Declan
11:45am Kindergarten Room Dress ups Liam & Lachlan
12:15am Kindergarten Room Computer Liam

Interpretation:

Liam and Jai have developed a good friendship and are interacting together well, choosing to spend a large part of their day together. 

Jai shows a preference for active, dramatic and construction play. 

Opportunities:

To leverage Jai enjoyment of pretend play (with LIam) into other activities he has not been observed yet to take an interest in such as art (eg. creation of spaceman/robot outfits using boxes, paint etc.)


Tallies

Tallies can be great ways to quickly capture information such as:

- individual or group engagement in a particular activity;

- how many times/how often a situation, question or issue arises;

- differing opinions of children or groups of children

A clipboard, with your tallied item on noted,  can easily and quickly capture  your tally and then be drawn up into a simple bar graph or pie chart. 

Some examples:



PROS: Can provide an insight into preferences not immediately evident at the time

CONS: Time consuming, need to be consistent in recording or results will be misleading


Work Samples, Photographs & Folios

Work samples of children's work can provide concrete evidence of children development overtime.  In the same way as learning stories, diary notes etc., they also provide an opportunity for children, families and educators to share and appreciate the learning as it is occurring.  Pictures can tell a thousand words and are one of the simplest ways a educator can quickly capture and review learning at a later date.  Educators can make notes at the time of taking either on the work sample or picture about what the children said or did at the time, which also further enhance opportunities for later reflection and insight. 

Example:


February 2011 


Jai's "Monster with big claws...Grrrrahh!"


Jai is just starting to write his own name from memory and is experimenting with writing other letter he is forming into his own picture of words





PROS: Simple, quick, make fantastic and engaging displays or reports to take home

CONS: Need to go back later and reflect on learning, need camera and/or way to easily store work samples, unless adequate information is captured at the time too, can be misleading about learning that has or has not occurred. 


References

"Anecdoate" (n.d) retrieved 7 November 2010 from Dictionary.com

Ryan, K. "Learning stories" (nd.) retrieved 26 February 2011 from 

http://www.familydaycare.com.au/forms/feature%2041%20-%20Learning%20Stories.pdf

2010 DEKTA Conference

Yesterday I went to the DECKTA (Diamond Valley and Eltham Kindergarten Teachers Association) conference in Mill Park where 150+ teachers and educators meet annually to discuss key industry issues, enjoy a formal social lunch and participate in a choice of practical workshops. 

The day opened with an award presented, based on 25 years of service, which I think was absolute gold!  Unfortunately our industry does very little recognise the achievements of its teachers, and this is one way this association is addressing this.  It also clearly shows that experience, measured by length of service, really has great value and should be recognized. 

The keynote speaker at the conference was Kathy Walker.  While I didn't agree with everything she said (she was extremely controversial) I loved listening to her and was inspired to really think about the issues she raised.  The reoccurring theme in her presentation (and subsequent workshop of hers that I attended) was that the recent changes to the framework should not make teachers completely rethink their teaching practice and potentially change everything they do, but rather use the framework as another tool to help you critically assess, reflect and improve what you already do.  Kathy gave example after example of why what Kindergartens already have been doing for so long is the right way and how some of the new language, terms and issues are so confusing and creating unnecessary angst in the teaching community.  

Kathy made some key points:

- relationships are what matters in preschool.  Kathy made reference to key research on brain development and other numerous early childhood research and explained how consistently the evidence supports how the development of relationships was key over all other learning domains: I particularly liked one example she gave, where she noted that a smile between a child and an adult,  fires up all parts the brain over 50% more than doing an activity, reading a book providing flash cards etc. 

- educators should really display their diplomas/degrees and be proud of their early childhood profession;

- Play based curriculum is the only key curriculum that we all must follow, other emerging influences from Regio Emilia to Te Whariki have no real basis on their own that supports their style or view of the world exclusively. I would like to note here particularly that 5 years on and the New Zealand government have been reviewing the effectiveness of the Te Wharaki approach and there are many issues and criticisms  emerging, so it is very important to take care when jumping too quickly on the band wagon of popular approaches (also reinforced numerous times over by Kathy throughout the day. Kathy also expressed extreme dismay at how some educators are wrongly using the term 'emergent' learning. She said teachers must always be intentional and thus have fully formed plans for each lesson, but that they must then only be sensitive or informed by children and flex their teaching to this as they intentionally deem best.  Kathy argued that children "don't know what they don't know" and hence it is ridiculous to have all learning be emergent on the day. I agree emphatically with Kathy and point further that such an approach conjures the timeless problem of the chicken and the egg, which comes first?

- Preschool is not about a year in preparation for school, it is about providing a year for children to do preschool and be preschoolers.  Kathy's belief is that too often children are pushed too quickly into formal learning approaches and she was very happy now that the government are now moving the first two years of school to be play based. 

 - Kathy expressed concern at the emerging trend of using the 'Voice of the child'.  Kathy argued that some approaches are emphasising the child make choices in life changing events such as when and where to go to school.  Kathy emphatically rejected this  approach and argued that the voice of the child is just one part of informing the teacher, but that the teacher and then ultimately the parent under the advice of the teacher, are the ones with the brain capacity and life experience to make important decisions on behalf of the child. 

- Kathy expressed her concerns with the use of terminology in the framework like outcomes and suggested educators view these as goals.  Kathy noted that she had observed some educators using the framework like a check list and since their are actually thousands of way each outcome could ultimately be expressed, she said applying a checklist approach was dangerous.   

- Kathy noted that the new terminology was very confusing and while educators should move to learn the new terms, they should continue, particularly in communication with families, use simple and easily understood language.  Kathy also noted that primary teachers have had a formal state governed curriculum for many years now and as a rule it completely changes every few years, such that not too much emphasis or effort to change using the current curriculum should be implemented.  I must say I found this part of Kathy's presentation hard to accept, as it effectively argued that we will walk the same rocky road the primary schools have over the last 100 years.  I am hopeful that this is not the case.  While I agree that some of the terms are a little academic and should be used sparingly till they are absolutely well understood by all stakeholders, this does not mean the that it will be acceptable to undertake a half effort wait and see what's next approach.  I personally love the viewpoint that we should uptake the curriculum at a rate where we can safely and with quality, intergrate the new idealology into our practice, no more and no less with a positive view to refining the current approach, rather than waiting for it to be completely reinvented.  

- Finally Kathy expressed significant disappointment with the government's management of the transition statements.  Kathy argued that transition statements should be much simpler, three or four points at most which would actually help primary school teachers, not create an administrative nightmare for all.  Kathy advised the group to take great care at keeping the statements as brief and to the point as possible and to never ever cut and paste indicators into the plan. 

I have to congratulate the DEKTA team! The workshops of the day were fantastic and it really was a great pratical and very professionally ran conference which needs to be noted since it is run by such a small group of volunteers.

Last notes: 
Raise Learning participated in the trade fair, exhibiting our new service LIFT (Learning Involving Families and Teachers) which is an online program planning and child documentation software service which allows parents and educators to easily login and access information about their children and programs.  It was wonderful to get such great feedback about our product and we look forward to working with you all in the coming weeks.