This is an essay about assessing children's learning through play, Kei Tua o te Pae/Assessment for learning: Early Childhood Exemplars, learning stories and how beneficial Kei Tua o te Pae and learning stories are to early childhood teachers. Kei Tua o te Pae/Assessment for learning: Early Childhood Exemplars are extremely useful to any early childhood teacher at any level, from the student teacher, to the early childhood teacher with decades of experience as there are many different examples of assessing a child. Kei Tua o te Pae exemplar booklets are useful for a teacher to go back and study often so they can reinforce the different types of ways to assess a child. Kei Tua o te Pae/Assessment for learning: Early Childhood Exemplars take on a sociocultural approach to assessment. The early childhood exmplars are based on the philosophies of Te Whāriki, New Zealand's bicultural early childhood curriculum. The four principals of Te Whāriki, Empowerment/Whakamana, Holistic development/Kotahitanga, Family and community/Whānau tangata, and Relationships/Ngā hononga, are the principles for assessment. Interwoven within the philosophy and the four principals are the five strands of Te Whāriki which are: Wellbeing/Mana Atua, Belonging/Mana Whenua, Contribution/Mana Tangata, Communication/Mana Reo, and Exploration/Mana Aotūroa (Ministry of Education. (2010). The Kei Tua o te Pae resources are extremely valuable, they are a range of different books, 20 in total including different books for different assessments. The titles of assessment books that are included in the series are; Sociocultural Assessment, Bicultural Assessment, Children Contributing to Their Own Assessment, Assessment and Learning: Community, Assessment and Learni... ... middle of paper ... ...earning story with noticing, recognising and responding is crucial, and it is imperative that teachers take the time to learn how to assess a child correctly. Works Cited May. H, Carr. M & Podmore. V. (2010). Learning and teaching stories: Action research on evaluation in early childhood education. Wellington, New Zealand: NZCER. ISBN 1-877140-73-2 Ministry of Education. (2010). Early Childhood Education ECE Educate. Retrieved from http://www.educate.ece.govt.nz Ministry of Education. (1996). Te Whāriki Mātauranga mō ngāMokopuna o Aotearoa Early Childhood Curriculum. Wellington, New Zealand. Podmore, Valerie N. (2006). Observation: Origins and approaches to early childhood research and practice. Wellington, New Zealand: NZCER. ISBN 1-877398-15-12. (Chapter 3. Processes: How to observe? Pp. 39-77)
New Zealand has now become a multi-cultural country. We have families coming from different places around the world, who have come here with their cultural experiences, languages, values and beliefs . The most important strategy in order to support families and children from diverse backgrounds is by working alongside with the families and their children because through this teacher’s will be able to respect and have a better understanding about different cultural backgrounds. Our centre is multi-cultural, as a teacher I want to be there with the children and support their language. Having a good communication and collaborative relationships with the families are...
Puckett, M., & Black, J. (2008). Meaningful assessments of the young child. (3th ed.). Upper Saddle River, New Jersey: Pearson Education, Inc.
The Early Years Foundation Stage (EYFS) curriculum in England differs greatly in structure and content to the Te Whariki curriculum in New Zealand; this therefore makes for an interesting comparison. The EYFS was introduced in England, in 2008, by the DfE as a framework that ‘sets the standards for learning, development and care of children from birth to five’ (DfE, 2012). Alternatively, Te Whariki was founded in New Zealand, in 1996, based on the aspirations for children ‘to grow up as competent and confident learners and communicators, healthy in mind, body, and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society’ (Ministry of Education, 1996). Throughout this essay, the EYFS and Te Whariki curriculums will be compared and contrasted to give a greater understanding of the similarities and differences between England and New Zealand regarding their beliefs about young children’s needs.
Origin from a city in the north of Italy, the Reggio Emilia approach in Early Childhood Education is adopted by multi-countries over the past decades. This approach has a core philosophy, that children should play a leading role in education. Children are seen as full of knowledge and intelligence, with full capabilities to express themselves if only given the proper ways to do to so. They are protagonists of their own learning and have a say in what topics and problems they will study and research. Teachers provide resources to assistant children’s learning and developing. The curriculum is emergent, meaning the teachers choose topics and projects based on careful listening and observations of their student’s interests, needs and inquiries. Children are encouraged to use materials and media to demonstrate their learning and understanding of a topic or project. Documentations and environment have direct influences in helping children’s learning. Parents and community also play a supportive role in children education (O.E.C.D, 2004).
"Observation Essay." Observation Essay: Outline, Format, Structure, Topics, Examples. N.p., n.d. Web. 21 Apr. 2014.
I have always had a keen interest in observing children as they play and learn and using the observations to support the child’s growth. This is partly based on my past professional experiences and observations of my own children. I believe that my other strength in assessment is in analyzing data and using the data to make decisions. While I feel, this area is a strength, my exposure to the vast array of assessment tools used to support student learning has been
Assessments are important when teachers want to deliver high quality lessons and ensure the students understand the concepts before moving on. The assessment chosen for this assignment is a Letter to a Friend. This self-assessment strategy helps the teacher understand how clearly the students grasped the concepts within a unit (Sunal & Haas, 2011). For teachers who teach all subjects, this activity covers a few ELA standards as well.
I will be looking at two different assessment tools one is a traditional assessment tool to an authentic electronic portfolio assessment. I will look at the age of 4-5 years old (preschool age) assessments. I work at Little Giants Learning Academy in Florida were the teachers use three assessment tools one from the center and two made from state. I will look at the one from the center and one from the state which is Teaching Strategies GOLD. The tool that I won’t compare is the VPK Florida Assessment tool which is just a series of question that the child is asked. “Children who are three to five years of age are developing rapidly, at individual paces, and with different interests. It is important to document their successes and their progress,
Observing a child is a tool which is not only use by parents and teachers parents to measure child's developmental progress but it is also help to discover new things about the child which can be included in teaching and uses as guidance strategies. Thus teachers observe children in different settings to see a comprehensive
Zumwalt, C. (2012). Authentic assessment and early childhood education—an update and Resources. Little Prints, 6(1), 1-15.
Applying this 2000-word essay, I will use my reflective/supervision journal, with the takepū kaitiakitanga (Pohatu T. , 2008). Reflecting on my interactions with te tuinga whanau (ttw) and this kaupapa I will demonstrate the integrated assessment schedule. Explaining my understanding of the kaupapa from the initial contact to exit plan. I Completed my mahi whakatau at ttw, this amazing non-government organization offers free social work, advocacy, information, mentoring, supported bail and support services to everyone irrespective of ethnicity (Whanau, 2016).
Assessment is an important area of a teacher’s career. Assessment is the one way that teachers know that their students have met their standard and are on track with where they should be in the kindergarten year. If the student is behind in the subject area that gives the teacher a chance to either work with those children within a small group or teach the large group that topic again if many students don’t understand. Assessment is a way to modify instruction based on the students’ educational level. It can tell the teacher if the topic is too easy or too difficult for the students. Authentic assessment in kindergarten is key. The article, Crisis in Kindergarten, states, “testing of children under age eight are subject to serious errors and their use is largely invalid” (Miler, Almon, 2009, p. 19). They are not the only research article to agree on this topic that young children need to be tested using a variety of methods, not just pencil paper tests. Authentic assessment is mean to assess students learning in a meaningful way, so that they will show the teacher their full knowledge because they will not realize they are being evaluated. As a teacher authentic assessment is going to give truer results, as the student will be completing the assessment through play or an environment where they are confident and comfortable. Performance assessment is designed to be representative of real tasks in the world. The students may self-evaluate students, and students are evaluated based on the knowledge they already. Performance assessment can be teacher made. Academic or developmental checklists are authentic assessments since the teacher just checks off if the student meets the skill listed. These checklists can be used to show student growth over time. Another authentic assessment is academic or developmental rubrics, which articulates the expectations for a skill and allows students to show their knowledge in a variety of ways. Anecdotal records are when the
Assessment is the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development (Palomba & Banta, 1999). Educational assessments are carried out to measure the efficiency of the program, the quality of instruction and progress of a child’s learning. The purpose is to determine the growth and development.
The purpose of programme planning is to improve the ways that we work with children in the diverse early childhood areas. To plan is to set goals and provide quality programmes to help children to learn and to build up good relationships within the service. Ward (2011) discuss the purpose of planning is to provide safe environment of learning that is based on the Te Whariki curriculum. According to the Ministry of Education (1996), it states “each early childhood education setting should plan its programme to facilitate achievement of the goals of each stand in the curriculum” (p.28). Teachers plan so that they could create quality programmes and refer back to make improvements to those programme. Staffs should share the documentations of the planning so that it informs the parents and keep them on the same page. Planning is to extend on the children’s interest and to find out the area they may need to improve on. Programme planning designs to meet the needs of young children. The purpose of programme planning is to ensure the centre is providing learning programmes in accordance with the ministry of education (MOE) requirements. (Ward, 2011) We need to seek for children’s voice, parents’ suggestions and ideas of the...
Sullivan, K. (1994). Bicultural education in Aotearoa/New Zealand: Establishing a tauiwi side to the partnership. New Zealand annual review of education, 3, 191.222. Retrieved on 1st March 2014 from http://www.victoria.ac.nz/education/research/nzaroe/issues-index/1993/pdf/text-sullivan.pdf