Question 1

If you were to demonstrate to other people what you had learned from a visit to a museum, or a walk in a forest or some unfamiliar neighborhood, how might you do that?

Accepted Answer

This could be accomplished in many ways. You may collect items (leaves, branches, etc.) that caught the child's interested for display at the centre. Pictures could be taken and communication recorded for display in a panel presentation. After returning from the experience, reflection about that experience can be recorded from both the educator and the children's perspectives.

Question 2

When you meet someone new, how do you get to know them? How do those strategies apply to observing, listening to, and getting to know a child?

Accepted Answer

The techniques we use to get to know other adults are the same techniques we can use to get to know children. We may watch others from afar. We will notice things about their appearance, what they do and what they say. We will ask questions and listen to their answers. All these techniques are observational strategies used informally. Using these techniques in an informal basis, allows the observer to practice the skills, get comfortable with them in comfortable settings. By doing this the observer will have a baseline of skills and knowledge of the child, and can then move forward to observe the child in more depth, or for a specific reason.

Question 3

How does your own experience of being observed, viewed, judged, assessed, tested, listen to, or understood make a difference to how you think we should get to understand the experience of children's lives and learning today?

Accepted Answer

Adults view being observed as a very formal, stressful process. You may remember being observed by a doctor in a medical test, or by a school teacher during a physical assessment in gym class. It can be an uncomfortable experience, especially when we become aware of the things we cannot do, or the things we cannot do at the level we would like to do them at. Of course, educators do not want children to experience these feelings. Educators will use naturalistic observation to help alleviate some of these problems. When we experience negative events, as adults we want to alleviate or mitigate these when working with children. We are caring people.

Question 4

Documentation may involve a variety of matters, some informal, some not

Accepted Answer

Documentation can include both formal records, such as legal documents, and informal notes or communications, depending on the context and purpose.

Question 5

The use of documentation in early childhood settings varies widely.

Accepted Answer

Documentation practices in early childhood settings can differ based on factors such as educational philosophy, regulatory requirements, and individual educator preferences.

Question 6

Documentation used with emergent curriculum

Accepted Answer

Documentation in emergent curriculum is used to identify areas of competence and interest in children, allowing educators to tailor learning experiences to individual needs and interests.

Question 7

The project approach

Accepted Answer

The project approach is a teaching method that can be adapted for children of all ages, allowing them to explore topics in depth through projects.

Question 8

The Playing to Learn philosophy

Accepted Answer

The Playing to Learn philosophy emphasizes a play-based living curriculum, focusing on child-led activities and learning through play.

Question 9

What are the similarities between the project approach, Reggio Emilia and Playing to Learn?

Accepted Answer

The answer of What are the similarities between the project...

Quiz 10: Documentation and Reflection