Power of Documentation for Early Childhood Bobbie Jo Kite and Scott Mohan April 5 CASA Conference
Jan 29, 2016
Power of Documentation for Early Childhood
Bobbie Jo Kite and Scott Mohan
April 5
CASA Conference
Brief Overview of Reggio Emilia
Reggio Emilia is a prosperous and progressive city in northern Italy.
Has a strong history of supporting early childhood education through private, parochial, and federal means.
For a short period after World War II, in 1945-46, strong local initiatives arose.
Explicit recognition of the relationship or partnership among parents, educators, and children.
In the 1950’s, educational approaches were rapidly changing and Loris Malaguzzi, founder and director of the municipal schools in Reggio Emilia was inspired by different people that helped shape his philosophy.
Basic Principles of the Reggio Approach
The Image of the childThe Image of the child
Teachers as Partners
The Three Subjects of Education: Children, Parents, and Teachers
The Emergent—or Negotiated—CurriculumThe Emergent—or Negotiated—Curriculum
Children’s Relationships and Interactions Within a Children’s Relationships and Interactions Within a SystemSystem
The Value of Relationships: Children in Small GroupsThe Value of Relationships: Children in Small Groups
Collaboration and InteractionCollaboration and Interaction
The Role of ParentsThe Role of Parents
The Power of The Power of DocumentationDocumentation
Projects The Role of the The Role of the
EnvironmentEnvironment TimeTime
What is Documentation?
Documentation is the process of gathering evidence and artifacts of what happens in the classroom. Documentation is not only the process of gathering evidence and artifacts, but also a physical collection of evidence and artifacts, the reflection of that collection, or part of it, in a way that makes children’s learning visible to the children, to the teachers, to the other adults including families and visitors.
--Carlina Rinaldi (1994)
Watch, Listen, and Take Notes
Respond
Ask Questions
Reflect
Power of Observation
Cycle
The Power of Observation, p.93
Why Document Children’s Work?
Opportunity to capture the experience of a child discovering something about his/her world
Gives teacher new insight into that child
Insights can be shared with parents and used to formulate other experiences for that child
Documentation opens the doors of communication.
Documentation is a wonderful way to draw parents and visitors into our classroom and to communicate to them
Documentation begins from observation. Observation is on-going, part of a large documentation process or a documentation on its own.
Definition of Observation
We define observation as watching to learn. Observing provides the information you need to build relationships with individual children and enable them to be successful learners. We learn about children by carefully watching them, listening to them, and studying their work. Watching and listening to children helps us understand what they are feeling, learning, and thinking.
--The Power of Observation
Fostering Relationships
Positive relationships between children and teachers are the foundation for children’s exploration of and learning within the classroom (Howes & Ritchie, 2002)
Observing slows you down, giving you time to listen to children, to learn more about them.
Observing helps you appreciate children, their knowledge and respect their ‘being”.
Helps you become more aware when to intervene in ways to enable children to be successful learners
Questions to Help You Get to Know Children
Health and physical development
Temperament Skills and abilities Interests Culture and home life Approach to learning Use of language Use of body language Social interactions with
adults and peers
You as Observer
What you bring to observing– Your culture– Beliefs about child rearing– Beliefs about appropriate ways to communicate– Beliefs about children’s independence– Going beyond cultural differences
Your Professional Expertise
Striving for Objectivity
Differentiating between what you actually see and your own opinions and interpretations of these actions
Objective and Effective observer– Tuning into individual children– Describing rather than labeling children’s
behavior– Listening to children– Learning from families
What to Observe?
Capture what actually happened
Capture not analyze it as it is happening
Collect information keeps it open for analysis and interpretation in the future
What Can Be Documented?
Process of students and teachers
Chronological process of a course of work
How students interact How students influence one
other in particular situations, parts of classroom or groupings
Every activity offers multiple possibilities
Where to Observe?
Play Center time Outside play Academics Social
Settings
Deciding what to observe is primarily the responsibility of the observer
Even better if choice is shared by the group (adults who work together with that child)
Field of observation is limitless
How to Document?
How you record must match your personal style Can use several methods
– Brief Notes (Quick written records) On mailing labels On index cards On daily log On a desk calendar On masking tape
– Anecdotal Notes (detailed, narrative accounts)– Running Records (narrative accounts in sequential manner)
Set up a system (forms, notes, folder, etc)
How Do I Record…
– Matrices (grid to record a word, brief note or rating)
– Tallies (count instances of particular event or behavior)
– Diagrams– Sketches– Photographs– Videotapes
Brief Notes– using post its on a folder
Names Comments/Reflections
Andrew P Responded to Steve’s ? about Gardiner’s motive
Anthony A
Katie Q Recalled details of yesterday’s discussion
Nadine Q Does she get the story? Try to talk to her 1-1
Literature Discussions Week of: March 12, 2008
A= Active participation P- Participated somewhat Q-Quiet
The Power of Observation- page 80.
Examples of Matrices
Morning circle
Discussions Story time
Alice I I IIII
Brandon IIII II
Bria II
Date: 3/21/08
Children’s participation during group times
An example of tally sheet
The Power of Observation, page 83.
When do I intervene?
Three basic questions before intervening
– Should I step back and give children the space and time they need to make a discovery or solve a problem independently?
– Does the child need me to step in and help?
– If I step in, what should I say or do?
Revisiting the Practice of Observation
Observations begins with your wondering about a child
Collect Data Reflect on what you have learned Interpret what the child did and said Respond on the basis of that interpretation Review your observation notes at end of week—see
how much you have learned!
Watch, Listen, and Take Notes
Respond
Ask Questions
Reflect
Power of Observation
Cycle
The Power of Observation, p. 93
Observations provides a way to look at the development in all domains
Useful and helpful for assessment periods
To create window inside the daily life of children
Helps with Curricular Planning
Using Observation to guide instruction
Curricular Planning
Capturing kids interest
Web planning Provocations Community
resources
Sharing Your Observations
Internal uses:Teacher notesAssessments (IEPs, IFSPs, Report Cards)
External uses (for community):NewslettersBulletin BoardsStory BoardsClass BooksStudent Showcases
Goals of Sharing
Targeted info Targeted audience Think about what you
want to share Your goal for sharing? Misconceptions:
Playing vs skills and learning
Uses Of Documentation
For children to reflect on their own work For children to connect to and reflect on other children’s
work For adults to reflect on children’s work and discuss about
where their work might go next For families to experience the work and explorations of their
children To document children’s growth over time To develop a complex and detailed picture of the child in all
developmental domains To provide a resource for the wider community of educators
to understand children’s learning better To share with everyone what is happening inside a school
Types of Documentation
Everyday Life Environmental Projects Products of Interests or
discussions Particular experience or
event Self-managed projects Works in Progress
Quote Board Skills Board Sequencing Board Reflection Board Project Board Story Board Works in Progress
Quote Board
Used for dialogue between one other
Put in quotes and keep it word for word (English or ASL GLOSS)
Used when children choose not to extend on activity or project
Skills Board
Analysis of skills and concepts learned during specific activity
Anecdotal record of a child
Visible and clear explanation
Can easily add to portfolio
Toddlers Skills Board
2nd/3rd grade Skills Board
Sequencing Board
When play is extended Steps into achieving the final
product Objective and clearly stated Significant items such as
drafts, drawings, materials, etc
Reflection Board
Review of a child’s own work or event Own feedback Process own thoughts, feelings, senses of event
Project Board
Running Record style--details needed
Trial and Error Cause and Effect Review process, planning,
doing Experiences and exploration
Story Board
Stems from child’s actions, activities, ideas Attracts others Broadening play Think of it as a story (Beginning, Middle, End) Usually an event that attracts the majority of the
class
Particular event board
Science Fair Documentation
Work in Progress
On-going Similar to Portfolio Opportunity for students to re-visit anytime Recalls information Provokes communication, interaction, and
learning
Works In Progress Binder
Works In Progress-- Folders
Looking At Your Class
Think about the ways you are already documenting
Examine your list of your current practices
All types serve different purposes
May be missing in some but may be included in some
Make observation part of your daily schedule.
Are there spaces where photos are displayed?
Do you have a notebook to write yourself notes?
How are experiences captured currently?
How is student work collected? Is it re-visited?
A word of Encouragement
“Lack of resources isn’t an excuse, it is a challenge.”
“I am a dreamer, but I am not the only one.”
Much of this information is adapted from:
Gandini, L. (1997) Foundations of the Reggio Emilia Approach.
Hendrick, J. First steps towards teaching the Reggio Way.
Jabalon, J. R., Dombro, A. L., Dichtelmiller, M. L. (2007). The Power of Observation
Wurm, J. (2005) Working in the Reggio Way.
Sources