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