Play and pedagogical_documentation
Transcript of Play and pedagogical_documentation
PLAY & PEDAGOGICAL
DOCUMENTATION
Apr 13, 2023CHCPR14B CHCPR9C & CHCPR10C
CHCPR14B OBSERVE CHILDREN AND
INTERPRET OBSERVATIONS
CHCPR9C DOCUMENT, INTERPRET AND
USE INFORMATION ABOUT CHILDREN
CHCPR10C DESIGN, IMPLEMENT AND
EVALUATE PROGRAMS OF THE SERVICE
LOOKING, SEEING, WATCHING?
LOOKING, SEEING, WATCHING?
LOOKING, SEEING, WATCHING?
LOOKING, SEEING, WATCHING?
What does observing mean to you? What purpose does it serve? How well do you know the people or
situations you have observed?
Apr 13, 2023CHCPR14B CHCPR9C & CHCPR10C
LOOKING, SEEING, WATCHING? What are some of the difficulties that
arise when observing? How might you overcome these? What can you do to assist, extend or
resolve the situations you have observed?
Apr 13, 2023CHCPR14B CHCPR9C & CHCPR10C
LOOKING, SEEING, WATCHING?
Own observations of children are significant, valid and concise
Interpretations of behaviour, needs and interests areclearly linked to evidence in observations
The intensity/detail of the observation is appropriate to the purpose and the context
Interpretations of observations demonstrate inclusiveprinciples and understanding
Apr 13, 2023CHCPR14B CHCPR9C & CHCPR10C
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CHILD INITIATED PROGRAMMING
One upon a time, in a land far, far away, there were people who lived in boxes. There were boxes of all different sizes and colours, and the people thought they were wonderful.
What made it hard, however, were the children. They didn’t like the boxes. They didn’t want to live in them, and they cried when they were made to stay there.
So they set about finding ways to climb out of their boxes…Elizabeth Dau; ‘Enhancing Children’s Development’
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CHILD INITIATED PROGRAMMING
Educators responsibility Reliance and Comfort Identity Question Explore Rethink
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CONFUCIUS
‘To Hear is to forgetTo see is to rememberTo do is to understand’
1960’s – Two important changesFocus from teacher to the childFocus from teaching to learning
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TRADITIONALLY… much emphasis has
been placed on the early childhood teacher knowing in advance what is to happen in the program
Result: What is going to happen is seen as ‘the Program’ rather than what actually does happen
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‘To hear is to forget,To see is to rememberTo involve me is to understand’
Marilyn Fleer
Involving the child in experiences… offers new insights
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A PROGRAM
A program in an early childhood setting is inanimate
not active, energetic, or lively
Until it is in the hands of the children and educators
Then it becomes complex and dynamic, almost with a life of it’s own
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A PROGRAM SHOULD REPRESENT THE LEARNING A Program is the process
of learning A series of actions,
experiences and spontaneous incidental moments
Learning in the broadest sense; happening through interpersonal relationships, experiences and routines
Learning that happens; as children, educators and families interact with the environment and each other
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WHAT DO WE REALLY WANT?
The starting point for educators must be:
What Do We Want For Children? To continue struggling to be free of the
boxes or to have guided and meaningful
opportunities to explore their world at their pace, linked to their interests along with supporting and progressing their current level of development
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‘Changing how we think about children and our work looks quite daunting, but it is really just a shift, in how we think rather than throwing away our ‘old’ knowledge and starting again.’
Dau. E; ‘Enhancing Children’s Development’ 2004
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THE CHALLENGE…
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TRADITIONAL OBSERVATIONS…
We observe but do we understand?
Traditionally observations were seen as a means of getting to know children
Traditionally observations often focus on unimportant detail because it may fit into a developmental box
Observations tend to describe the child in isolation, as an individual, rather than as a person within a group 13/04/2023
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OR…
Alternatively we can watch children with the intention of understanding what interests them and support them beyond the box
Moving away from traditional methods of observation enables us to see children working in a social setting and the complex interrelationships they have with other children and staff
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CHANGING OUR TERMINOLOGY AND PERCEPTIONS
Interactions …a way of looking at children
as if they are ‘scientific curiosities’ with whom we ‘interact’ as part of our ‘work’ with them
To Relationships
…asks us to see children as people, unique and valuable in their own right
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RELATIONSHIPS A relationship is a
living thing It changes over time It can be improved
or damaged, and requires ongoing care and attention
This describes important aspects of our work not reflected in the term ‘interaction’
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THE WHOLE CHILD
As suggested previouslyTraditional methods of observation and
recording, break the child up into a series of boxes
The names and numbers of these boxes varies
They range through physical, intellectual, emotional and social development
Add to the mix creativity, language or communication
Fragmenting children inhibits our ability to see children as a whole
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CHILD INITIATED PROGRAMMING
When we describe children in developmental boxes we compare them against ‘norms’ to decide on their ‘needs’
The focus becomes how we will teach what we have decided the children ‘need’ to learn
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THE DEFICIT MODEL… This creates a negative view
Children are described in terms of what they cannot do rather than…
What they can do
‘Norms’ are based on our knowledge of what most white, middle-class children do at a particular age
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Doesn’t consider gender
Doesn’t consider cultural differences even with in white middle-class
Doesn’t account for huge variations in the times children learn particular skills
Doesn’t account for children sitting above or below the ‘norm’ 13/04/2023
LIMITATIONS
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HHHMMMM?
How do we resolve this conundrum?
How do we work with those who sit outside the norm?
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to view and act on our role differently
Shifting from deficits to abilities and interests
By changing our view to focus on children’s interests and abilitieswe see them in a more
positive wayWe see them as more
actively involved in what happens
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WE HAVE A RESPONSIBILITY
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CHILD INITIATED PROGRAMMING
We are able to see children being involved in the construction of their own understandings of the world
We respect the knowledge that children enter our worlds with
If we do all this we are in a far better position to help their learning through the program
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