Documenting a journey of discovery with 4-5 yr olds continues.

It has been a long time since my last post. Last time we discussed how interests develop and grow in many different directions. But how can one document these different directions? In the last blog we showed the interest or project establishing itself as a growing whole centre interest. We shared how important it is to map where the learning may go. We have collected some observations of the children's learning and exploration of the interest. Collecting this data and displaying it is the first step in showing the learning cycle. Early childhood educators are constantly collecting data and at times find it difficult to bring it all together. Teachers need to document themselves, their intentional questioning, intentional teaching and how these elements have effected the children's learning and impacted the projects direction. It is important that their is evidence of teacher intentionality throughout the documented learning cycle (Hattie 2005). The Australian Government's Early Years Learning Framework asks us to document and be reflective in our teaching practices, principles and pedagogy (EYLF 2009). It seems like a lot of data is needed, but by being organised and creative with your documentation, one can easily cover all the expected needs for documentation. In my personal professional philosophy I state that I believe that 'children's understandings grow through the natural affinity of play' (Walker 2012). I document my philosophy (pedagogical belief) through the use of imagery. The seed, seedling and the branches. As the project comes to a conclusion the tree represents the knowledge coming together and being. This is evident throughout the last f blogs. Today I hope to show how using imagery, we documented the different directions of the learning taking place.

The document displayed above is an introduction of the first exploration of the project or interest, the first branch. It clearly states a pedagogical question and a brief pedagogical aim.

When documenting the different directions of the learning, one should document pedagogical aims. How are you, as an educator, going to inspire exploration. Remember this may change over time. By documenting it you are giving yourself something to reflect upon. This allows you to document your ability as a reflective practitioner as the learning stories evolve over time. this indicates that you constantly review your teaching program and strategies throughout your documented curriculum for parents and colleagues to recognise and feel open to comment on (MCEECDYA, 2011). The observations in succession should now relate to this first branch interest and the creative extensions of that first activity.

   

The above documents show how the children have been inspired by the setting of the learning area. The Intentional Questioning is documented along with the Intentional Teaching, showing the educators impact on the children's learning and the development of the learning environment. With the interest being carried into the indoor environment, one needs to consider how they can further encourage this interest to evolve.

This intentionally planned learning experience could then continue to evolve into what could be our second branch. How will the second branch be introduced to the children. Will it grow and evolve? This is dependant on ones creative teaching ability. It is time to deliver some deep knowledge related to our project interest. For the children to understand, we need to present the information through engaging and playful ways. One needs to develop an intentional teaching plan that explains why the group experience is taking place and how it will be delivered. One needs to consider the 'learning intention' (Hattie 2005). In this instant it will be the lifecycle of plants. Where do plants come from? How do they grow? What do they need to grow? All these questions cannot be answered in one single group experience. One needs to plan an experience that will introduce the children to discovering these pondering's during later exploration. The success of this group experience will be documented over time as we document the children's discoveries. 

     
With an intentional teaching plan, based on the project interest and with the intention of deepening the children's understandings and knowledge, we then need to wait and see if the new branch reaches out and grow leaves. This will be assessed by listening and observing the children's interactions and use of the provided knowledge. Remember the children drive the program. We as educators learn from the children. 

Next time we will explore the second branch to our learning tree and how to recognise and document consecutive branches during the project duration. If you have found this Blog interesting and informative, please share it with your colleagues, friends and community. The aim of this blog is to assist, enthuse and inspire educators everywhere to creatively and successfully create simple and effective curricular documents.

References

EYLF. (2009). Early Years Learning Framework: belonging, being & becoming: for Australia. 

                             Canberra: Dept. of Education, Employment and Workplace Relations for the   
                             Council of Australian Governments. Relations for the Council of Australian  
                             Governments. 

Hattie, J. (2005). What is the nature of evidence that makes a difference to learning? Using 

                        Data to Support Learning Research Conference 2005, 

                        University of Auckland

Walker, K. (2013). The Natural Affinity of Play and the Development of Knowledge