Play and pedagogical_documentation


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Play and pedagogical_documentation

  1. 1. Play & Pedagogical Documentation<br />
  2. 2. 28-Mar-11<br />CHCPR14B CHCPR9C & CHCPR10C<br />CHCPR14BObserve Children andInterpret ObservationsCHCPR9CDocument, Interpret andUse Information About ChildrenCHCPR10CDesign, Implement AndEvaluate Programs Of The Service<br />
  3. 3. Looking, Seeing, Watching?<br />
  4. 4. Looking, Seeing, Watching?<br />
  5. 5. Looking, Seeing, Watching?<br />
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  10. 10. Looking, Seeing, Watching?<br />What does observing mean to you?<br />What purpose does it serve?<br />How well do you know the people or situations you have observed?<br />28-Mar-11<br />CHCPR14B CHCPR9C & CHCPR10C<br />
  11. 11. Looking, Seeing, Watching?<br />What are some of the difficulties that arise when observing?<br />How might you overcome these?<br />What can you do to assist, extend or resolve the situations you have observed?<br />28-Mar-11<br />CHCPR14B CHCPR9C & CHCPR10C<br />
  12. 12. Looking, Seeing, Watching?<br />Own observations of children are significant, valid and concise<br />Interpretations of behaviour, needs and interests are<br /> clearly linked to evidence in observations<br />The intensity/detail of the observation is appropriate to the purpose and the context<br />Interpretations of observations demonstrate inclusive<br /> principles and understanding<br />28-Mar-11<br />CHCPR14B CHCPR9C & CHCPR10C<br />
  13. 13. Child Initiated Programming<br />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. <br />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. <br />So they set about finding ways to climb out of their boxes…<br />Elizabeth Dau; ‘Enhancing Children’s Development’<br />28/03/2011<br />Play & Pedagogical Documentation<br />13<br />
  14. 14. Child Initiated Programming<br />Educators responsibility <br />Reliance and Comfort <br />Identity<br />Question<br />Explore<br />Rethink<br />28/03/2011<br />Play & Pedagogical Documentation<br />14<br />
  15. 15. Confucius<br />‘To Hear is to forget<br /> To see is to remember<br /> To do is to understand’<br />1960’s – Two important changes<br />Focus from teacher to the child<br />Focus from teaching to learning<br />28/03/2011<br />Play & Pedagogical Documentation<br />15<br />
  16. 16. TRADITIONALLY…<br />much emphasis has been placed on the early childhood teacher knowing in advance what is to happen in the program <br />Result: What is going to happen is seen as ‘the Program’ rather than what actually does happen<br />28/03/2011<br />Play & Pedagogical Documentation<br />16<br />
  17. 17. ‘To hear is to forget,<br /> To see is to remember<br /> To involve me is to understand’<br />Marilyn Fleer<br />Involving the child in experiences… offers new insights<br />28/03/2011<br />Play & Pedagogical Documentation<br />17<br />
  18. 18. A program<br />A program in an early childhood setting is inanimate <br />not active, energetic, or lively<br />Until it is in the hands of the children and educators<br />Then it becomes complex and dynamic, almost with a life of it’s own<br />28/03/2011<br />Play & Pedagogical Documentation<br />18<br />
  19. 19. A program should represent the learning<br />A Program is the process of learning<br />A series of actions, experiences and spontaneous incidental moments<br />Learning in the broadest sense; happening through interpersonal relationships, experiences and routines<br />Learning that happens; as children, educators and families interact with the environment and each other<br />28/03/2011<br />Play & Pedagogical Documentation<br />19<br />
  20. 20. What do we really want?<br />The starting point for educators must be:<br />What Do We Want For Children?<br />To continue struggling to be free of the boxes or <br />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<br />28/03/2011<br />Play & Pedagogical Documentation<br />20<br />
  21. 21. ‘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.’<br />Dau. E; ‘Enhancing Children’s Development’ 2004<br />28/03/2011<br />Play & Pedagogical Documentation<br />21<br />The challenge…<br />
  22. 22. Traditional observations…<br />We observe but do we understand?<br />Traditionally observations were seen as a means of getting to know children<br />Traditionally observations often focus on unimportant detail because it may fit into a developmental box<br />Observations tend to describe the child in isolation, as an individual, rather than as a person within a group<br />28/03/2011<br />Play & Pedagogical Documentation<br />22<br />
  23. 23. Or…<br />Alternatively we can watch children with the intention of understanding what interests them and support them beyond the box<br />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<br />28/03/2011<br />Play & Pedagogical Documentation<br />23<br />
  24. 24. Changing our terminology and perceptions <br />Interactions<br />…a way of looking at children as if they are ‘scientific curiosities’ with whom we ‘interact’ as part of our ‘work’ with them<br /> To<br />Relationships<br />…asks us to see children as people, unique and valuable in their own right<br />28/03/2011<br />Play & Pedagogical Documentation<br />24<br />
  25. 25. Relationships<br />A relationship is a living thing<br />It changes over time<br />It can be improved or damaged, and requires ongoing care and attention<br />This describes important aspects of our work not reflected in the term ‘interaction’<br />28/03/2011<br />Play & Pedagogical Documentation<br />25<br />
  26. 26. The whole child<br />As suggested previously<br />Traditional methods of observation and recording, break the child up into a series of boxes<br />The names and numbers of these boxes varies<br />They range through physical, intellectual, emotional and social development <br />Add to the mix creativity, language or communication<br />Fragmenting children inhibits our ability to see children as a whole <br />28/03/2011<br />Play & Pedagogical Documentation<br />26<br />
  27. 27. Child Initiated Programming<br />When we describe children in developmental boxes we compare them against ‘norms’ to decide on their ‘needs’<br />The focus becomes how we will teach what we have decided the children ‘need’ to learn<br />28/03/2011<br />Play & Pedagogical Documentation<br />27<br />
  28. 28. The deficit model…<br />This creates a negative view<br />Children are described in terms of what they cannot do rather than…<br />What they can do<br />‘Norms’ are based on our knowledge of what most white, middle-class children do at a particular age<br />28/03/2011<br />Play & Pedagogical Documentation<br />28<br />
  29. 29. Doesn’t consider gender<br />Doesn’t consider cultural differences even with in white middle-class<br />Doesn’t account for huge variations in the times children learn particular skills<br />Doesn’t account for children sitting above or below the ‘norm’<br />28/03/2011<br />Play & Pedagogical Documentation<br />29<br />Limitations<br />
  30. 30. Hhhmmmm?<br />How do we resolve this conundrum?<br /> How do we work with those who sit outside the norm?<br />28/03/2011<br />Play & Pedagogical Documentation<br />30<br />
  31. 31. to view and act on our role differently<br />Shifting from deficits to abilities and interests<br />By changing our view to focus on children’s interests and abilities<br />we see them in a more positive way<br />We see them as more actively involved in what happens<br />28/03/2011<br />Play & Pedagogical Documentation<br />31<br />We have a responsibility<br />
  32. 32. Child Initiated Programming<br />We are able to see children being involved in the construction of their own understandings of the world<br />We respect the knowledge that children enter our worlds with<br />If we do all this we are in a far better position to help their learning through the program<br />28/03/2011<br />Play & Pedagogical Documentation<br />32<br />