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- Author:
- Publisher:
- ISBN: 9781615284276
- Category : Early childhood education
- Languages : en
- Pages : 190
Pedagogical Documentation in Early Childhood
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- Author: Susan Stacey
- Publisher: Redleaf Press
- ISBN: 1605543926
- Category : Education
- Languages : en
- Pages : 189
An inspiring step-by-step guide to documenting children's ideas, questions, and learning in a way that enhances teacher's thinking and understanding
Children, Meaning-Making and the Arts
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- Author: Susan Wright
- Publisher: Pearson Higher Education AU
- ISBN: 1442561998
- Category : Psychology
- Languages : en
- Pages : 245
This Australian text is about children’s voices – their minds, feelings, souls. It’s about how children’s voices are liberated through the arts, and how children make and communicate meaning through still and moving images, sounds, textures, gestures and the use of many other signs. It is also about how teachers, parents, peers and the community influence children’s early development, and how quality arts education in early childhood is an essential component of lifelong learning. The authors are teachers and researchers who are respected for their contributions to early childhood arts education. All of them have addressed their topics via practical examples, which are embedded in current philosophies and theories, often stemming from original research and firsthand interactions with children.
Pedagogical Documentation in Early Years Practice
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- Author: Alma Fleet
- Publisher: SAGE
- ISBN: 1526415356
- Category : Education
- Languages : en
- Pages : 241
Pedagogical documentation is a vital method of assessing and observing young children, and is a practice that enables practitioners, families and children to learn alongside each other. This book draws on the projects and experiences of senior researchers from nations including Australia, Canada, Sweden, Singapore, the UK and the USA to highlight multiple approaches to pedagogical documentation. Topics explored include: using video in pedagogical documentation making the most of outdoor learning environments developing pedagogical documentation within curriculum frameworks the relationship with Early Years transitions the potential of pedagogical documentation for leadership enactment. The book offers guidance, support and inspiration to practitioners and researchers on how to implement meaningful and sustainable child-focused observation in early years contexts.
A Guide to Documenting Learning
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- Author: Silvia Rosenthal Tolisano
- Publisher: Corwin Press
- ISBN: 1506385559
- Category : Education
- Languages : en
- Pages : 428
A new approach to contemporary documentation and learning What is learning? How do we look for, capture, reflect on, and share learning to foster meaningful and active engagement? This vital resource helps educators answer these questions. A Guide to Documenting Learning facilitates student-driven learning and helps teachers reflect on their own learning and classroom practice. This unique how-to book Explains the purposes and different types of documentation Teaches different “LearningFlow” systems to help educators integrate documentation throughout the curriculum Provides authentic examples of documentation in real classrooms Is accompanied by a robust companion website where readers can find even more documentation examples and video tutorials
Capturing Children's Meanings in Early Childhood Research and Practice
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- Author: Ann Marie Halpenny
- Publisher: Routledge
- ISBN: 1351163949
- Category : Education
- Languages : en
- Pages : 216
Capturing Children’s Meanings in Early Childhood Research and Practice draws together contemporary research and established theories to produce a unique take on the meanings children express through a range of creative tools. Drawing on Reggio Emilia and the Mosaic approach, this book provides readers with a range of strategies for accessing, recording and interpreting young children’s perceptions of and responses to their experiences. Providing a synthesis of the multiple imaginative ways we can capture young children’s meanings through observations, art, photo elicitation, mindfulness, music and other creative methods, Halpenny covers topics such as: Negotiating challenges presented by researching with children Frameworks for seeing and hearing children’s intentions Accurately documenting and interpreting research findings Promoting children’s meanings and their performance of them Moving forward with new understandings This book is an indispensable resource for students of early childhood education, especially for courses focusing on the lived experiences of children from early to middle childhood. It is also a useful reference for those working with young children in educational and caregiving settings, and for those advocating for young children.
Learning Stories
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- Author: Margaret Carr
- Publisher: SAGE
- ISBN: 144625819X
- Category : Education
- Languages : en
- Pages : 169
Margaret Carr′s seminal work on Learning Stories was first published by SAGE in 2001, and this widely acclaimed approach to assessment has since gained a huge international following. In this new full-colour book, the authors outline the philosophy behind Learning Stories and refer to the latest findings from the research projects they have led with teachers on learning dispositions and learning power, to argue that Learning Stories can construct learner identities in early childhood settings and schools. By making the connection between sociocultural approaches to pedagogy and assessment, and narrative inquiry, this book contextualizes Learning Stories as a philosophical approach to education, learning and pedagogy. Chapters explore how Learning Stories: - help make connections with families - support the inclusion of children and family voices - tell us stories about babies - allow children to dictate their own stories - can be used to revisit children′s learning journeys - can contribute to teaching and learning wisdom This ground-breaking book expands on the concept of Learning Stories and includes examples from practice in both New Zealand and the UK. It outlines the philosophy behind this pedagogical tool for documenting how learning identities are constructed and shows, through research evidence, why the early years is such a critical time in the formation of learning dispositions. Margaret Carr is a Professor of Education at the University of Waikato, New Zealand. Wendy Lee is Director of the Educational Leadership Project, New Zealand.
Beautiful Stuff from Nature
Children as Citizens
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- Author: Pauline Harris
- Publisher: Routledge
- ISBN: 1134685114
- Category : Education
- Languages : en
- Pages : 166
This book discusses how consultations with young children could signal a change of thinking about how children might influence policy and shape the development of a child-friendly state. While the consultations in this study were germane to political decisions, they took place as multi-modal dialogue with children in their educational settings. Framed by Australia’s national early years learning framework which focuses on children’s belonging and identity, the consultations saw unique partnerships formed among children, educators, families and policy officers, providing ways in which children’s voices may be engaged in educational spaces throughout the world. Using a qualitative case study approach, these consultations were documented through observations, interviews, artefact collection and document analyses, allowing the authors to construct a framework for engaging children as citizens that is transferable to a variety of settings. Chapters provide: • an insight into the various aspects involved in children’s consultations from conceptualizing and planning consultations with young children, to implementation and documentation, through to the uptake and consequence of children’s messages; • factors that contribute to the effectiveness of consultations, challenges that arise, and areas for improvement when engaging with children’s voices; • implications for children’s participation as valued citizens and a framework for considering young children’s voices in decision-making processes. This book offers fresh ideas for working with young children in the decision making process and will appeal to early childhood researchers, educators, policymakers and practitioners across various sectors, agencies and disciplines.
Transforming the Workforce for Children Birth Through Age 8
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- Author: National Research Council
- Publisher: National Academies Press
- ISBN: 0309324882
- Category : Social Science
- Languages : en
- Pages : 587
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
