How to write and interpret the Transition Learning and Development Statement. Professional development booklet

Transcription

1 How to write and interpret the Transition Learning and Development Statement Professional development booklet

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3 Published by the Early Childhood Strategy Division Office for Children and Portfolio Coordination Department of Education and Early Childhood Development Melbourne Published October 2009 Revised October 2010 State of Victoria 2009 The copyright in this document is owned by the State of Victoria. No part may be reproduced by any process except in accordance with the provisions of the Copyright Act 1968, NEALS (see below) or with permission. An educational institution situated in Australia which is not conducted for profit, or a body responsible for administering such an institution, may copy and communicate the materials, other than third-party materials, for the educational purposes of the institution. Authorised by the Department of Education and Early Childhood Development, 2 Treasury Place, East Melbourne, Victoria 3002 Also published on 3

4 Contents 1. Introduction... 7 Required reading Background information... 9 Early childhood reform... 9 Victoria s early childhood agenda Blueprint for Education and Early Childhood Development National Reform What exactly does this all mean? Victorian Early Years Learning and Development Framework What is the Victorian Framework? What is the purpose of the Victorian Framework? How the Victorian Framework is linked with the National Framework and the Victorian Essential Learning Standards Belonging, Being and Becoming: the Early Years Learning Framework for Australia Victorian Essential Learning Standards The Victorian Early Years Learning Outcomes Practice Principles for Learning and Development Assessment and reporting for early childhood professionals Victorian Framework Assessing children s learning Strength-based assessment Approaches to assessment Assessment for, as and of learning Documenting learning Methods to document children s learning Making sense of children s learning Facilitating children s ongoing learning Principles of assessment in the school system

5 Activity 1: Assessing and describing children s learning Instructions Transition Learning and Development Statement How will the Transition Learning and Development Statement be used? Who is the Transition Learning and Development Statement for? Who develops the Transition Learning and Development Statement? Steps to completing the Transition Learning and Development Statement Critical elements to be addressed under the learning outcomes How should the Transition Learning and Development Statement be used in schools? Activity 2: Evaluating the Transition Learning and Development Statement Instructions Privacy and consent when sharing information Privacy Consent A guide to upholding privacy principles Appendix A Activity 1: Descriptive statements for each learning outcome Outcome One: Children have a strong sense of identity Outcome Two: Children are connected with and contribute to their world Outcome Three: Children have a strong sense of wellbeing Outcome Four: Children are confident and involved learners Outcome Five: Children are effective communicators Activity 1: Educators feedback Outcome One: Children have a strong sense of identity Outcome Two: Children are connected with and contribute to their world Outcome Three: Children have a strong sense of wellbeing Outcome Four: Children are confident and involved learners Outcome Five: Children are effective communicators

6 Appendix B Activity 2: Example statements Example: Statement One Example: Statement Two Example: Statement Three Example: Statement Four Activity 2: Educators feedback Do these statements provide adequate descriptions in terms of the five outcomes of a child's development? Do these statements provide tangible evidence to support the evaluations? Are these statements expressed in appropriate professional language? Do these statements provide appropriate guidance for Prep teachers?

7 1. Introduction The Blueprint for Education and Early Childhood Development (2008) outlines the Victorian Government s commitment to develop the Victorian Early Years Learning and Development Framework ( Victorian Framework ) for children aged from birth to eight years. A key component of the Victorian Framework is the Transition: A Positive Start to School initiative ( Transition Initiative ). On 6 August 2009 the Minister for Children and Early Childhood Development released the Victorian Framework for trial and validation (the final framework was published in November 2009) and launched the Transition Initiative for implementation. From 2009, all services offering a funded kindergarten program (whether this is in a long day care service or stand-alone kindergarten) will complete a Transition Learning and Development Statement ( Transition Statement ) for children starting school in the following year. Educators working in other early childhood services are also encouraged and supported to offer a Transition Statement for any child in their care who is starting school in the following year. If a child is enrolled at school without a Transition Statement, school staff are also encouraged and supported to work with families to complete Part 1: the family of the Transition Statement for their child. It is important that all Victorian children are supported to make a successful transition to school, including those making the transition directly from home, via child care or kindergarten. Therefore, the new transition resources are available to all early childhood services, early childhood intervention services, outside school hours care services, schools (government, independent and catholic) and families. To support educators in completing the Transition Statement, this professional development booklet has been developed. The content has been adapted from the face-to-face professional development that has been offered and will assist educators to write and interpret the Transition Statement, as well as increase knowledge of the Transition Initiative and Victorian Framework. Please send feedback regarding professional development resources to psts@edumail.vic.gov.au 7

8 Required reading It is essential that you read and have an understanding of the following documents before proceeding. These documents provide the foundation for professional development materials. Victorian Framework Victorian Early Years Learning and Development Framework Transition: A Positive Start to School Transition: A Positive Start to School A guide for families, early childhood services, outside school hours care services and schools Transition: A Positive Start to School Resource Kit Transition Learning and Development Statement Guidelines to help families complete the Transition Learning and Development Statement Part 1: the family Information Sheet for Families These resources can be found at 8

9 2. Background information Early childhood reform The Victorian Government is committed to driving reform in early childhood. It began with the Premier s Children s Advisory Council which produced three Joining the Dots reports in These reports identified that integration between all services which support children and their families would help deliver better outcomes for children. Joining the Dots also called for improvements in the quality of the early childhood service system and greater support for the early childhood workforce. It was the first document to mention an early learning framework that called for greater integration between early childhood education services and maternal and child health services. These themes were continued and built on through A Fairer Victoria and the Blueprint for Education and Early Childhood Development. Further information on policies and reforms can be found at 9

10 Victoria s early childhood agenda Linking early childhood services and school education recognises that children s development is a continuous process from birth to adulthood, and government services must reflect this to provide each child with the best opportunity. The Honourable John Brumby Premier of Victoria 2 August 2007 Critical to the Department of Education and Early Childhood Development ( Department ) is the opportunity to improve outcomes for children and families with a focus on learning and development for children and young people aged from birth to 24 years. The early childhood years from birth to eight focus on building continuity between the first years of schooling and the learning and development that precede these years. 10

11 Blueprint for Education and Early Childhood Development The Blueprint for Education and Early Childhood Development ( Blueprint ) released in 2008, sets the five year reform agenda for the Department and responds to new opportunities, including: Opportunities to build a more coordinated and integrated service system for children from birth to adulthood and, in particular, to integrate early childhood services and the school education system. Helping families support their children s learning and development from early childhood and throughout school. Developing a birth to eight learning and development framework and common approaches to disability assessment and support. Implementing Transition Statements for children entering school. Joint professional learning between primary schools and early years services. The Blueprint outlines three major strategies for reform: 1. Partnerships with parents and communities: Parents and families are valued partners in their children s development and learning. 2. System improvement: All children and young people and their families have access to high quality schools and early childhood services 3. Workforce reform: Schools and early childhood services have skilled and committed staff who are supported to deliver their very best. Further information on the Blueprint can be found at 11

12 National Reform The Commonwealth Government has recognised the importance of investing in early childhood education and care and committed to a range of reforms to drive quality improvement. Through the Council of Australian Governments (COAG), all States and Territories, in partnership with the Commonwealth Government, have agreed to: A National Early Childhood Development Strategy which provides the architecture for comprehensive and coordinated early childhood reform in Australia, which outlines an action plan for reforms in the early childhood area across Australia. The national strategy aligns with the Victoria s own early childhood reforms. The four key elements of the National Quality Agenda are: o National Quality Standards o Enhanced regulatory arrangements o Quality rating system to drive continuous improvement and provide parents with robust and relevant information about the quality of care and learning o Early Years Learning Framework (National Framework). Universal access to 15 hours of quality kindergarten for four year olds. Further information on the national reforms can be found at What exactly does this all mean? The Victorian Framework and Transition Initiative that this professional development resource is designed to explore are products of the national and state early childhood reforms. They are key components in the delivery of reform and improvement of early childhood services in Victoria. Children learn everywhere all of the time. It is now well recognised internationally that when children experience learning opportunities that are responsive to their strengths, interests, culture and abilities, and build on their previous experiences, their learning and development is enhanced. 1 This is known as continuity of learning and development. The Victorian Framework promotes continuity of learning and development by providing all early childhood professionals with a common set of learning and development outcomes for all children birth to eight years and describing the most effective ways in which early childhood professionals can work with children and families to support children to achieve these outcomes. This means that no matter where they are, children in Victoria will experience continuity of learning and development from birth to eight years so that they can thrive, learn and grow. 1 Moore (2008) Towards an Early Years Learning Framework for Australia, Centre for Community Child Health, Occasional Paper 4 12

13 The Victorian Framework does not replace the existing curricula, practice documents and other guidelines for early childhood professionals. Rather, it provides a common vision for children s learning and development and a common way for all early childhood professionals to think about and talk about how best to support children to continue on their learning journey. The work of educators in early childhood services for children aged birth to five is guided by the national Early Years Learning Framework (National Framework). The five learning outcomes of the National Framework are the same as the Victorian Framework and the pedagogy is also consistent. Educators looking for additional detail about early childhood pedagogy are advised to refer to the National Framework and the associated support material. School teachers use the Victorian Essential Learning Standards (VELS) to guide children s learning, and to guide the learning program in schools. The learning standards which children are expected to reach at school are outlined in the VELS. The Victorian Framework maps the five learning outcomes to the VELS to enable school teachers to see how the learning of each child in early childhood can be built on so that each child can achieve in the VELS. Guiding school teachers interactions with children is the Principles of Learning and Teaching (POLT) and the E5 Instructional Model (E5) 2. The Practice Principles of Learning and Development are underpinned by the POLT, the E5 and the early childhood pedagogy. School teachers use the common language created in the Victorian Framework to discuss children s learning and development with other professionals, and refer to the VELS, POLT and E5 for more detailed information about children s learning and how to support it in schools. 2 E5 Instructional Model = Engage, Explore, Explain, Elaborate & Evaluate, more information at 13

14 3. Victorian Early Years Learning and Development Framework What is the Victorian Framework? The Victorian Framework is a guide for families and all professionals involved with children s learning and development from birth to eight years. It has been designed to: strengthen children s learning and development enhance partnerships with families and early childhood professionals support children s transitions both within early childhood services and at point of entry to school. It provides information about how children learn and develop and how early childhood professionals can use this information to guide their partnerships with families and other professionals to improve outcomes for children. The Victorian Framework describes common outcomes for children from birth to eight; the critical years of early childhood when brain development is at its peak. Elements of the Victorian Framework 14

15 What is the purpose of the Victorian Framework? The early years from birth to eight years of age is a vital and distinct period for learning and development when children acquire essential foundation skills and knowledge and when brain development is at its peak. In this context the Victorian Framework: identifies what children should know and be able to do from birth to eight years promotes a common understanding of a child s learning and development over this critical period of life for all professionals working with children aged birth to eight years supports continuity of learning across the birth to eight range acts as a support for integration of early childhood services. How the Victorian Framework is linked with the National Framework and the Victorian Essential Learning Standards The Victorian Framework takes the five learning outcomes and the pedagogy outlined in the National Framework and maps them to the Victorian Essential Learning Standards (VELS) to describe what children should know and be able to do from birth to eight years and the ways in which all professionals can best support children s learning and development. The National Framework was launched by the Commonwealth Minister for Early Childhood with Premier John Brumby on 2 July It is designed to guide the work of all early childhood educators working with children from birth to five years. The VELS is the Victorian school curriculum. Its first two levels relate specifically to the years prep, one and two. The Victorian Framework promotes children s learning and development from birth to eight years by providing all early childhood professionals with a common set of learning and development outcomes for all children, and describing the most effective ways in which early childhood professionals can work with children and families to support children to achieve these outcomes. Belonging, Being and Becoming: National Framework (Birth to 5 years) Victorian Essential Learning Standards (Prep - Year 2) Victorian Early Years Learning and Development Framework (Birth to 8 years) 15

16 Belonging, Being and Becoming: the Early Years Learning Framework for Australia The National Framework is part of the Council of Australian Governments (COAG) reform agenda for early childhood education and care and is a key component of the Australian Government s National Quality Agenda for early childhood education and care. The National Framework is for early childhood educators and aims to extend and enrich children s learning from birth to five years and through the transition to school. It describes the principles, practice and outcomes essential to support and enhance young children s learning from birth to five years of age, as well as their transition to school. The National Framework has a strong emphasis on play-based learning as research has shown play is the best vehicle for young children s learning, providing the most appropriate stimulus for brain development. The National Framework also recognises the importance of communication and language (including early literacy and numeracy) and social and emotional development. The Victorian Framework shares the same learning outcomes as the National Framework. Further information on the National Framework can be found at Victorian Essential Learning Standards The Victorian Essential Learning Standards (VELS) set out the learning outcomes expected of all Victorian students from Prep to Year 10. The VELS overall aim is to equip students to manage themselves and their relations with others, to understand and to contribute to their world and to develop capacities to act effectively in the world. The VELS are a framework for essential learning in two ways. First, the framework is based on the premise that there are three components of any curriculum which are necessary to enable students to meet the demands of a modern, globalised world. These components are: the processes of physical, personal and social development and growth the branches of learning reflected in the traditional disciplines the interdisciplinary capacities needed for effective functioning within and beyond school. In the VELS, these components become the three core strands: Physical, Personal and Social Learning, Discipline-based Learning and Interdisciplinary Learning. Together the three strands provide the basis for students to develop deep understanding an ability to take their learning and apply it to new and different circumstances. Second, the VELS clarify the core elements of each component that students need to acquire if they are to succeed in further education, work and life. Levels 1 and 2 of the VELS describe the learning outcomes for children in the first three years of school. The VELS emphasises that the first challenge at school is to become engaged behaviourally, emotionally and cognitively and that social engagement is critical to the development of cognitive skills. At Level 1 (Prep) and Level 2 (Years 1 and 2) the standards focus largely on foundational literacy and numeracy skills and the development of physical, personal and social learning. 16

17 Depulmentof Edliallon a.nd E:lutyCiildhood k I ijiiriifrt VIOORIAN ESSENTIAL LEARNING STANDARDS A WHOLE SCHOOL CURRICULUM PLANNING FRAMEWORK Three interwoven purposes To equ p students with capacities to: manage themselves and their relations with others understand the world and act effectivelyin that world to prepare them for success in education,wor1t and life. This is achieved through the three core, interrela ted str.mds of Physical,Personaland SocialLearning KnO\'t'ledge,skills and behavtours n Healthand Physical EducaUon;Personal learnrng;interpe-rsonal DevelopmenCivics and Citizensh p Oi$ciplinc bascd lea rning Knowledge,stills and behavtours n The Arts; Englishand Languages Other Than English;The l-l umanrues; Mathemaucs;Sckmce Interdisciplinary Learning Knowledge,skills and behavtoursin Communtcauon;Design,Crea uvny andtechnology; Information and Comm unrca uons Technok>gy;Thinking Processes Years Prep to 4 Laying the foundations across the stages of learning Years s to 8 Buliding breadth and depth Years 9 to 10 Developing pathways unaerpmnea oy eaucauonal purposes, prr ncr pres ana var ues to form Victorian Essential Learning standards a framework for whole school curriculum planning Schools plan their teach ng and learning programs,using the three strands, to enable: their students to achieve the essentialstatewide learning standards. Further information on the VELS can be found at 17

18 The Victorian Early Years Learning Outcomes The five learning outcomes in the Victorian Framework are as follows: 1. Children have a strong sense of identity (Identity) 2. Children are connected with and contribute to their world (Community) 3. Children have a strong sense of wellbeing (Wellbeing) 4. Children are confident and involved learners (Learning) 5. Children are effective communicators (Communication) These outcomes can be used by professionals and families to guide their understanding of children s learning and development. The five outcomes provide a mechanism to begin to describe the broad accomplishments of children s learning and development from birth. The learning outcomes help educators to consider differences in children s dispositions, learning styles and capacities, as well as in family and community expectations. This flexibility of the learning outcomes supports educators, families, children and local communities to negotiate priorities for children s learning and development. Further information on the learning outcomes can be found on page of the Victorian Framework. Practice Principles for Learning and Development The Practice Principles of Learning and Development outlined in the Victorian Framework are the foundations of professional practice for early childhood professionals working with children from birth to eight years in Victoria. The Practice Principles are built on three fundamental commitments to professional practice in Victoria. Collaborative: o Family-centred practice o Partnerships with professionals o High expectations for every child Effective: o Equity and diversity o Respectful relationships and responsive engagement o Integrated teaching and learning approaches o Assessment for learning and development Reflective: o Reflective practice Further information on the Practice Principles can be found on pages 9-14 of the Victorian Framework. These principles have been built from the Principles of Learning and Teaching (POLT) in schools and the national Early Years Learning Framework. 18

19 4. Assessment and reporting for early childhood professionals Victorian Framework Assessing children s learning All approaches to assessment require educators, in partnership with children, parents and families and other educators to make sense of or interpret the information they have acquired. In the Victorian Framework the five learning outcomes and their components provide educators with reference points for making sense of what they have learned about children s learning and development. During the process of assessment using the learning outcomes, educators gain greater insight into children s relationships, interactions, ways of participating, learning styles, responses to diversity, learning processes and dispositions, areas of interest and understanding of concepts. Strength-based assessment Credit-based Model Carr 3 emphasises the importance of credit-based (rather than deficit-based) model of assessment. A credit or strength-based model builds on what the child can do and takes an holistic view of learning and development, based on tracking the child s dispositions, achievements and progress over time. Features of a strength-based model include: its purpose to enhance learning the outcomes focus on learning dispositions the focus for intervention is credit-based; what the child has already mastered and dispositionenhancing is prioritised validity is determined by the focus on the child in context: interpretations of observations, discussions and agreements progression is identified as increasingly complex participation across a range of contexts: learning stories map progression and achievements over time the value to practitioners is communicating with four audiences: children, families, other staff and themselves Assessment in Early Childhood Settings: Learning Stories, Margaret Carr, Extracted from Play, learning and the early childhood curriculum, Elizabeth Wood & Jane Attfield,

20 Approaches to assessment Approaches to planning learning programs vary, but always involve three interconnected learning processes: planning, facilitating and assessing learning. The Victorian Framework supports these processes by providing a scaffold or frame upon which to develop high quality learning programs for young children. Processes of Planning Learning Programs Planning for Learning Children s Learning Assessing Learning Facilitating Learning Assessment for, as and of learning Children s learning becomes visible and assessable through what they do, say, make or write/draw. Broadly speaking, there are three main approaches to the assessment of learning and development in early childhood education: Assessment for learning extends children s learning by enhancing teaching. It is formative, occurring continuously throughout the learning process rather than at the end. Assessment for learning enhances the teaching process as educators develop a deeper understanding of the children with whom they work. What they have learned in their interactions with children, inform plans for ongoing learning. Assessment for learning is enriched when children, families and all educators are actively involved in the process. Assessment as learning occurs when educators recognise the process of assessment as a powerful tool for learning. Assessment processes used as learning involve discussion with children, documenting learning together, enabling children to learn about themselves as learners and develop an understanding of how they learn. This occurs as educators and children talk about learning as it occurs, reflect on learning that has happened and plan together for future learning. Using assessment as learning requires the educator to view young children as competent, capable and active learners who are able to lead their own learning. 20

21 Assessment of learning emphasises the summative aspects of assessment and confirms what children know, understand and can do. Typically occurring at the end of a learning experience or at transition points in a child s educational journey, it can also assist when educators or families have concerns about children s learning or development. As with all approaches to assessment, the assessment of children s learning is enriched when children, parents and families, educators and other professionals are actively involved in the assessment process. These approaches to assessment help children, families and educators to know what children understand, know and can do. This knowledge guides educators in their interactions with young children and informs plans for future learning. The term formative describes assessment processes that are ongoing and occur throughout the learning process. They contribute to children s learning by enhancing teaching. The term summative is used to describe assessment processes that typically occur at the end of a learning experience or activity and sum up what has been learned. Assessment also assists in identifying where children and families may require additional support. Including children, families and other professionals in the development and implementation of relevant and appropriate assessment processes allows for new understandings to emerge that are not possible if educators rely solely on their own strategies and perspectives. Developing inclusive assessment practices with children and their families demonstrates respect for diversity, helps educators make better sense of what they have observed and supports learning for both children and adults. Assessment, when undertaken in collaboration with families, can assist families to support children s learning and empower them to act on behalf of their children beyond the early childhood setting. When children are included in the assessment process they can develop an understanding of themselves as learners and an understanding of how they learn best. 5 It is important to recognise that while the Transition Learning and Development Statement will contain a significant amount of information about a child, there are a number of services and settings that collect information about a child s learning and development throughout the first eight years of their life. These services include, but are not limited to, Maternal and Child Health Services and Early Childhood Intervention Services. These assessments all address the specific needs of the child and their family at various points throughout early childhood. The Transition Learning and Development Statement addresses a specific need to provide relevant, timely information to schools, particularly Prep teachers, so that they can plan to support the continuity of learning and development of individual children. It provides a common tool for families to collate and communicate any of the information they have that is relevant to supporting their child as they transition to school. 5 Being, Belonging and Becoming: The Early Years Learning Framework for Australia,

22 Documenting learning Documenting children s learning involves collecting information and examples that detail and describe the diverse ways that children engage as learners in early childhood settings. Rich documentation incorporates multiple perspectives on a learning episode and captures and illustrates the complex nature of children s learning. It places what is important to children in the foreground and emphasises the connected nature of learning (Carr 2001). Documentation of a learning experience makes children s learning visible to children, families and educators. Used as a learning tool, it can assist children to develop an understanding of themselves as a learner and an awareness of how they learn. In addition, documentation serves as a form of accountability since it provides rich evidence of children s learning in an early childhood setting. Methods to document children s learning A range of methods can be used to document children s learning. Educators make choices about the most appropriate methods depending on what they want to understand. The list below describes a range of methods that educators can use to document children s learning in relation to the five learning outcomes in the Victorian Framework. Anecdotes: Useful for depicting children s participation in individual and shared play experiences and processes of learning such as exploring, problem solving, hypothesising and researching. Anecdotes can also record verbal and non-verbal interactions in play and children s emerging autonomy, interdependence, resilience and sense of agency. They can also note how children function in their attachment relationships and friendships and record their physical activity. Audio recordings: Useful in documenting, sharing and revisiting children s words, conversations, poems and songs. Checklists and rating scales: Useful in providing a summary of children s learning in a particular area such as physical development. They do not provide sufficient information to be useful for sharing with families or for planning to extend learning. Comments, narratives or explanations: When made by children about their paintings, drawings and constructions, and the processes they engaged in, can provide insights into their processes of learning. Diagrams and sketches: When made by educators of children s play or the children themselves can show children s capacity to investigate and manipulate resources and to take on different roles. Diagrams of children s constructions can also reveal their use of shape, size and or colour to create patterns. Children s plans or diagrams of completed constructions also demonstrate their emerging understanding of space and perspective. Jottings: Brief notes that can include words used in interactions, the context for a photograph or sample, or an explanation of the processes a child or group of children engage in to create a product. These might include details about how children manipulate tools or their engagement in types of physical activities. Learning stories: (Carr, 2001) Focus on children s strengths, interests, actions and dispositions and are useful for documenting their involvement in learning, including communication, interactions and collaboration. Learning stories can be effective for capturing children s dramatic play episodes as well as the different roles and contributions of each child. They can also document how children approach challenging tasks, demonstrate persistence and resolve situations of conflict. 22

23 Lists of texts: Texts that children engage with can indicate their engagement and interests. When family members and children also contribute to this list, children s interest in a particular topic or in different types of texts such as magazines or computer-based texts can be identified. Pictorial graphs and charts: Created by children on paper or screen to indicate features such as the frequency of an event or the growth of something over time can provide insights into children s understanding of numeracy concepts such as measurement. Photographs: Depicting children s play and interactions can capture their investigations and are particularly useful for documenting very young children s exploration. They can also demonstrate children s curiosity and their interest in and appreciation of the natural environment and their attempts at a new task or skill. Children can take photographs of their own experiences for example, their participation in movement, drama, dance and physical activities, including their mobility and dexterity with small tools. Running records: Detailed narratives of children s learning, running records often focus on one child s learning and are written as learning is occurring. They are useful to capture details of social interactions and conversations between children. They can also be used to record a child s reading or retelling of a familiar book. Samples of drawing and painting: Created with paper and/or on screen and descriptive accounts of the processes children engaged in to create these works demonstrate ways in which children experiment with resources and explore colour, line and patterns. For older children drawing and painting will also indicate how they use visual arts to express ideas and make meaning. A series of samples can also illustrate children s persistence and achievement of mastery over time. Displays of children s work can also enhance their pride in their finished products. Samples of writing: Marks, scribble writing, letters, numerals and words created on paper and/or on screen, demonstrate children s interest in print and emerging understanding of symbols, letters, words and numerals. Descriptive accounts of the processes children engaged in to create these works provide further insights into their understanding about the processes of writing. Storylines: Useful in documenting children s dramatic play scripts and illustrating their understanding of relationships, character and plot. Texts: Created by children can provide insights into their use of different media to create meaning. These could be print-based or multimodal texts such as a book with drawings and text or music and spoken words created by children on a music player, computer or paper. Transcripts of conversations: Between an adult and a child or group of children, capture children s language and conversation skills along with their ideas, questions and reflections. These transcripts can also depict children s contributions to play and their responses to diversity, awareness of and respect for others perspectives and understanding of fairness and social justice. Children s conversations can also provide evidence of their capacity to cooperate and negotiate and to share in group decisions. Video recordings: Children s explorations, physical play, movement, dance, dramatic play and performances can capture many aspects of children s learning such as their use of their bodies, spatial awareness, exploration of different roles and identities and use of creative arts to express meaning. Videos can also record children s levels of confidence and willingness to share aspects of their culture and home life with others. 23

24 Webs: Children s thoughts about a particular topic can capture their ideas and questions as well as their capacity to make connections and generalise. When webs are completed at different stages during children s investigations and projects, they can they provide insights into the growing complexity of children s understanding and the language they use to talk about these ideas. The addition of photographs and drawings can assist in capturing the ideas of younger children as well as those children with emerging language skills. Word lists: Useful to document the words used by infants and toddlers, children with language delays and children learning English as a second language. These are most effective when compiled in collaboration with family members and when there are examples of words used in context. Tools such as notepads, sticky notes, audio recorders (cassette tapes, MP3s, etc.), cameras and DVD or video recorders make it possible to record children s ideas, actions and language. These tools also enable educators to make the most effective use of time and resources to collect meaningful data about individuals and groups of children and to capture the richness of children s interactions and relationships and the co-construction of knowledge. The following table outlines some useful phrases to assist educators to describe children s learning and development. USEFUL PHRASES TO DESCRIBE CHILDREN S LEARNING AND DEVELOPMENT What does the child do, say, make, write or draw? React Accept Participate Initiate Follow rules Experiment Extend React, respond, look, focus on, make eye contact, pay attention, withdraw attention, notice, gesture towards, remain present, show pleasure, show distress Accept, refuse, point to, indicate, comply, share attention, gain attention, direct attention, show feelings, show affection, recognise pictures, scribble, press buttons/keys Chose, select, repeat, copy, trace, answer, take turns, follow simple routines, name, label, match, cooperate, interact, show interest, show enjoyment, collect materials, describe self, describe feelings, join in, play, draw Initiate activities, provide information, find materials, focus attention, describe events, describe steps, make comments, give reasons, maintain interest, control expression of feelings, explain feelings, offer assistance, ask for assistance, make friends, seek answers, ask for information Use conventions, follow rules, follow schedules/timetables, explain preferences, explain intentions, accommodate, consider others, support others, share Experiment, extend, modify, incorporate new ideas, incorporate new materials, question, try out, explore Plan, adapt, organise, order, incorporate, generalise, amend, revise, review, adjust, persist, persevere, regulate, decode 24

25 Making sense of children s learning While documentation makes children s learning visible to children, families and other educators, it is not, in and of itself, assessment of children s learning. All approaches to assessment require educators in partnership with children, parents and families and other educators, to make sense of or interpret the information they have acquired. Educators draw on their own educational philosophies and a range of theoretical perspectives that explain how children learn and develop. Educators may find that different theoretical perspectives can be useful in providing different insights to children s learning. For example, developmental perspectives can be useful in analysing children s use of fine motor and gross motor skills, while poststructural perspectives can be useful in analysing children s relationships, such as the extent to which particular children are included in or excluded from play. The learning outcomes of the Victorian Framework also provide educators with reference points for making sense of children s learning. Including colleagues with different experiences and qualifications, as well as families and children, brings multiple perspectives to the information that has been gathered and provides new insights into children s learning. Collaborative partnerships encourage children and families to contribute examples of children s experiences and learning at home. These contribute to interpretations and allow for the expression of diverse ideas and lead to the emergence of new insights. Facilitating children s ongoing learning Processes of using children s learning to support learning As educators make sense of children s learning, they gain greater insight into children s relationships, interactions, ways of participating, learning styles, responses to diversity, learning processes and dispositions, areas of interest and understanding of concepts. Educators make good use of assessment information to: interact with children in learning experiences and activities promote sustained shared thinking initiate conversations with children 25

26 offer feedback to children that sustains, extends or challenges children s thinking about what they are doing and learning model thinking to children plan effectively for children s current and future learning communicate about children s learning and progress determine the extent to which all children are progressing toward realising learning outcomes, and if not, identify what might be impeding their progress identify children who may need additional support in order to achieve particular outcomes and provided that support or assist families to access specialist help evaluate the effectiveness of learning opportunities, environments and experiences offered and the approaches they take to enable children s learning reflect on approaches to pedagogy that are responsive to the context of the early childhood setting. Principles of assessment in the school system There is substantial research on the characteristics of good practice for assessing student learning. This research is summarised in Current Perspectives on Assessment 6 and in the following set of principles. 1. The primary purpose of assessment is to improve children s learning Good assessment is based on a vision of the kind of learning we most value for students and how they might best achieve these. It sets out to measure what matters most. 2. Assessment should be based on an understanding of how children learn Assessment is most effective when it reflects the fact that learning is a complex process that is multidimensional, integrated and revealed in children s learning over time. 3. Assessment should be an integral component of course design and not something to add afterwards The teaching and learning elements of each program should be designed in full knowledge of the sorts of assessment children will undertake and vice versa, so that children can demonstrate what they have learned and see the results of their efforts. 6 Current Perspectives on Assessment is available online at 26

27 4. Good assessment provides useful information to report credibly to families on children s learning A variety of assessment methods provides educators with evidence of what children know and can do, and their particular strengths. Educators then can report to families on their child s learning throughout the year and what can be done to enhance their learning. 5. Good assessment requires clarity of purpose, goals, standards and criteria Assessment works best when it is based on clear statements of purpose and goals for the course, the standards which children are expected to achieve, and the criteria against which we measure success. Assessment criteria in particular need to be understandable and explicit so students know what is expected of them from each assessment they encounter. Educators, children and families should all be able to see why assessment is being used and the reasons for choosing each individual form of assessment in its particular context. 6. Good assessment requires a variety of measures Generally, a single assessment instrument will not tell all we need to know about children s learning and how it can be improved. Therefore, we need to be familiar with a variety of assessment tools so we can match them closely to the type of information we seek. 7. Assessment methods used should be valid, reliable and consistent Assessment instruments and processes chosen should directly measure what they are intended to measure. They should include the possibility of moderation between educators, where practical and appropriate, to enhance objectivity and contribute to a shared understanding of the judgments that are made. 8. Assessment requires attention to outcomes and processes Summative information about children s learning is very important, but so too is formative information. Formative information provides children, educators and families with information about a child s learning experiences along the way and the kind of effort that led to the learning outcomes. 9. Assessment works best when it is ongoing rather than episodic Children s learning is best fostered when assessment involves a linked series of activities undertaken over time, so that progress is monitored towards the intended course goals and the achievement of relevant standards. 10. Assessment for improved performance involves feedback and reflection All assessment methods should allow children to receive feedback on their learning so assessment serves as a developmental activity aimed at improving children s learning. Assessment should also provide children, educators and families with opportunities to reflect on both their practice and their learning overall. The information contained in this section has been drawn from the Early Years Learning Framework: A Guide for Educators and Current Perspectives on Assessment. 27

28 Activity 1: Assessing and describing children s learning Assessing children's learning and development is one of the key professional skills of the early childhood educator. Assessing children s learning is a combination of informed professional observation and judgement which is shaped by an understanding of how children's development progresses. The Victorian Framework provides a basis for observing and reporting on children's learning and development. Instructions Appendix A contains a number of descriptive sentences grouped in the five learning outcomes. 1. Select five descriptive sentences you feel should be included in Transition Learning and Development Statement for a particular child. Identify and describe your reasons for why you would include certain statements and exclude others. In doing this you may consider matters such as: Does the descriptive sentence deal with the relevant issue under the Victorian Framework? Is it expressed objectively or does it provide a subjective interpretation of the child's development? Does the descriptive sentence include evidence of observations to support its assessment conclusions? Does the descriptive sentence provide useful information for a Prep teacher to plan transition support or develop learning programs that are responsive to the needs of the children? 2. Select five descriptive sentences you feel should not be included in the Transition Learning and Development Statement. When making your selection, consider: What you think the early childhood educator was trying to convey? How you could rewrite the descriptive sentence to improve it? Appendix A A summary of feedback from educators who participated in face-to-face professional development sessions is included after the activity so you can reflect on your selections. 28