The Collaborative Teaching and Learning Journal Research Project’s main aim is to determine the attributes, skills and dispositions that enable educators to engage in documenting children’s learning. A better understanding of which attributes, skills and dispositions assist educators in quality documentation, and in what combination, will lead to improved professional development education and reflection by educators regarding practice improvement. The research findings will also be showcased at early childhood conferences, as the topic is of significant interest to educators Better develop educators pedagogical practices in documenting children's learning and improving their teaching practice.
A literature review and development of definition of the qualities of ‘strong’ documentation.
Interview of educators who are currently using C&Ks Collaborative Teaching and Learning Journal
Collection of five (5) samples of documentation per educator
Educator self-assessment of samples of documentation against provided criteria
External assessment of de-identified samples of documentation Comparison of analysis of interview with assessment of documentation
Documentation as transformative – it forces some change Captures and captures metacognitive practices for children and educators Collaboration is evident within education Critical reflection Analysis of learning Visibility of pedagogical practices
They are acts with power and consequence – the force people to do things (Ferraris 2013) Asks
Higher-order thinking that enables understanding, analysis, and control of one’s cognitive processes, especially when engaged in learning Children and educators can reflect on own learning and thinking processes Making children's thinking and learning visible
Plurality of stakeholders – multiple voices and view points Principles of transparency Communicative action (as opposed to a strategic action) – democratising creates a shared understanding of teaching and learning
Some very experienced some Provisionally registered teachers some who have joined form the school system
Image of the child as an active citizen Awareness of and embraces regulatory frameworks Discusses intentionality as important in documenting Discusses positive ways of working …time management/flexibility/agility/momentum forward and back Image of educator as a collaborator Displays or discusses importance of growth mindset Views documentation as a tool for teaching Dispositions….intellectual curiosity, flexibility, perseverance
Those who rated not as strong in their documentation practices discussions in their interviews did not discuss the importance of these elements in their work
The dispositions discussed Perserance Persistance Flexibility Life long learner Give it a go Trial and error Open and confident
Whats the secret? Why are some educators good at documentation?
What's the secret? Why are some educators good
and Ireland Carrolyn
What we know…
• Pedagogical documentation is an essential
component of an educator’s work
• There is a huge differentiation in the quality of
documentation produced by educators
• There are certain skills, attributes and/or
dispositions that enable educators to create strong
Documentation is a tool to help educators
understand the work they do and catch sight of
the potential of every child
What we did……Methodology
1. Literature review and development of criteria
2. Interview of educators and analysis
4. Educator self-assessment of samples of documentation
5. External assessment of documentation
6. Analysis of data
National and international, research articles and recent
Elements of internal research
• “How will you be different?”
• “What will you do differently?”
• Critical reflection
• Analysis of Learning
• Visibility of pedagogical practices
• Ten educators
• Cross section of educators from C&K
Kindergartens and Long Day Care
• Variety of educator experiences
• How are you currently using the journal, when, what do you record?
• How did you get to be competent at using the journal?
• What skills or attributes do you have that helped you use the journal?
• How does your professional experiences impact on your use of the journal?
• What has helped you in using the journal?
What came through from the interviews?
• Image of the child
• Regulatory frameworks
• Educator as a collaborator
• Documentation as a tool for teaching
• Dispositions….intellectual curiosity, flexibility, perseverance
Image of Children
The children are able to share the journal with their families and they
do spend a lot of time looking at the journal and the things that have
occurred and that are documented in the journal, the children can go
back and reflect as well and have a look at what occurred months
prior I just think the journal is very open and very visible its very
reflective as well you have a lot of your ideas and reflective practices
there, children's voices are heard in it their reflection is included and
families ideas are there as well.
It shows children that their ideas are
truly valued and we both listen to and
act upon their ideas. We are able to
capture their voice and also their
drawings throughout the day. We
also add photos which we can then
reflect upon with the children as part
of the planning cycle
As I have gone on throughout the year, rather than use it as a day
book and try and detail everything that has gone on, I have tried to
focus on the main idea, the main thread that seems to be woven
throughout their play not all the children will be participating through
that so I just found what is meaningful.
Focussing it in this way, like zooming up on it is a lot less over
whelming and more meaningful for the children and the educators
Educator as Collaborator
Collaboration is the key and everyone can learn from everyone. The
key is making sure everyone’s voices are being heard, everyone is
saying things from different perspectives based on their own different
Curiosity, wanting to experiment explore and try
new ways of understanding. I want to keep on
learning and seeing what other people
are doing to get inspiration.
Other interesting findings
• Time management
• The design of a document that allowed the
educator to think
• Regulatory Frameworks
What we found
•Image of child as active citizen
• Image of educator as collaborator
Philosophical ideology influences ability to
create strong documentation rather than
• Intention and openness to be a collaborator –
your openness to multiple perspectives
• How do you develop a commitment to
• How do you change educators world views of
children and should you?
Thank you to all
and children who
took part in this