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What's pedagogy anyway? - Children's Services Central PDF

28 Pages·2011·2.24 MB·English
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WHAT'S ANYWAY? Using pedagogical documentation to engage with the Early Years Learning Framework Associate Professor Alma Fleet, Toby Honig, Janet Robertson, Anthony Semann, Wendy Shepherd NSW Professional Support Co-ordinator Children’s Services Central is the Professional Support Coordinator in New South Wales and is an initiative funded by the Australian Government under the Inclusion and Professional Support Program. Children’s Services Central is managed by a consortium of key organisations that resource and support the sectors of children’s services in New South Wales. Feedback and enquiries should initially be directed to the Professional Support Coordinator in your region. Further information can be sought by contacting the Department of Education, Employment and Workplace Relations. Disclaimer The information in this document draws on information, opinions and advice provided by a variety of individuals and organisations, including the Commonwealth and Children’s Services Central. The Australian Government and Children’s Services Central accept no responsibility for the accuracy or completeness of any material contained in this document. Additionally, the Commonwealth and Children’s Services Central disclaim all liability to any person in respect of anything, and of the consequences of anything, done or omitted to be done by any such person in reliance, whether wholly or partially, upon any information presented in this document. Caution Material in this document is made available on the understanding that the Commonwealth and Children’s Services Central are not providing professional advice. Before relying on any of the material in this document, users should obtain appropriate professional advice. Views and recommendations which may also be included in this document are those of the authors, only, and do not necessarily reflect the views of Children’s Services Central, the Commonwealth, the Minister for Department of Education, Employment and Workplace Relations (DEEWR) or indicate a commitment to a particular course of action. Permission Permission is granted for material from this publication to be photocopied for use within Children’s Services Central only. Permission must be sought from Children’s Services Central for any other reproduction of the material. © Copyright 2011 Children's Services Central 23 :: WWhhaatt’’ss PPeeddaaggooggyy AAnnyywwaayy?? CONTENTS Meet the authors 4 Introduction 5 When we talk about pedagogical documentation, what do we mean? 6 Why should I document? 8 What is the family’s role in documentation? 10 Who is documentation for? 12 What is the relationship between pedagogical documentation and the Early Years Learning Framework? 14 What does pedagogical documentation look like? 16 Where can I find the time to document effectively? 18 What is the role of theory in documentation and the Early Years Learning Framework? 20 Give me an example please! 22 Where to from here 25 References 26 23 :: WWhhaatt’’ss PPeeddaaggooggyy AAnnyywwaayy?? What’s Pedagogy Anyway? : 3 MEET THE AUTHORS Dr Alma Fleet As an Associate Professor at Macquarie University, Alma Fleet has had an opportunity to be engaged with a wide range of teaching, researching and publishing opportunities. She enjoys working both with pre-service teachers and those currently working across the early childhood sector. In addition to her involvement in practitioner enquiry and educational change initiatives, she has a particular interest in her work with Aboriginal and Torres Strait Islander colleagues. Toby Honig Toby is an early childhood teacher working in a long day setting in Sydney. He also curates and contributed to the pedagogical documentation exhibition panels that were produced by Macquarie University (Exhibit-on). Toby has been working in early childhood for over 10 years and completed his Bachelor of Education (Early Childhood) at Macquarie University. He has presented at early childhood conferences across Australia and overseas. Toby has a particular interest in how pedagogical documentation can transcend age groups and cultural differences. He enjoys the opportunity to be able to critically reflect on practice, using documentation as a way to communicate easily with families and colleagues the thinking behind practice. Janet Robertson Janet is the Outdoor Teacher at Mia Mia, Institute of Early Childhood, Macquarie University. Her professional interests include the Educational Project of Reggio Emilia, outdoor education and thinking for young children, pedagogical documentation and listening (in the pedagogical sense). Having worked in a range of roles in the Sydney area, and presented her ideas both regionally and internationally, she enjoys opportunities for professional exchange. Anthony Semann Anthony is a Director at Semann & Slattery (www.semannslattery.com), a research firm based in Sydney and Melbourne. Anthony has worked as an educator, innovator and advocate with a broad range of government and private organisations. His skills and expertise have seen him work across Australia and overseas. Anthony is in demand as a presenter, facilitator and public speaker. Anthony has qualifications in Education, a Masters degree in Sociology and is currently completing a PhD with a research focus on leadership and courage. Wendy Shepherd Wendy has been the Director of Mia Mia for the past seventeen years and has worked with the staff during this time in the exploration of the process of documentation. Wendy has an understanding that documentation is and should be unique and contextual to each setting and that engaging in the process is a professional development program in itself as it is such an excellent reflective task and a vehicle for connecting with others. Wendy welcomes the rigour that is required in researching, reflecting and collaborating as it reveals the complexity that is early childhood pedagogy. 45 :: WWhhaatt’’ss PPeeddaaggooggyy AAnnyywwaayy?? INTRODUCTION T he Early Years Learning This book attempts to challenge Framework provides a us all to refrain from creating a timely opportunity for one-size fits all approach when it the early education sector to comes to documenting teaching critically reflect on the practice of and learning. It also suggests education and the diverse ways that we must think and act in which curriculum is developed critically when exploring the role and teaching is delivered across of pedagogical documentation the varied locations where in early years education. The programs are offered to children. act of thinking critically will Alongside (and in-fact preceding) enable educators to create the introduction of the Early contextually relevant curriculum Years Learning Framework has and documentation that works not been much theorising, thought only for the educators, but also for and attention given to the role the community at large. of pedagogical documentation. Pedagogical documentation has Furthermore, this book challenges for many years served as a source educators to resist the notion of inspiration, reflection, activism of reducing children’s learning and transparency for all involved and consequently the associated in the education of children. Thus, pedagogical documentation to the whilst the Early Years Learning five outcomes as outlined in the Framework offers new and revised Early Years Learning Framework. ways of thinking about early Documenting pedagogically must years education, it is inevitable move beyond a simplistic process that it will also raise questions of matching observations to for educators regarding the learning outcomes outlined in the documentation they keep and the Framework. Learning is a complex purposes such documents serve. process, as is the formation of human identity. We therefore We do suggest that educators challenge all educators to think proceed with caution. Any new broadly about teaching and ideas entering the space of learning and the implications of education may run the risk of this complexity on documentation. homogenizing practice, therefore leading to a formulaic approach to teaching and quite possibly also to the ways in which documenting children’s learning takes shape. 45 :: WWhhaatt’’ss PPeeddaaggooggyy AAnnyywwaayy?? What’s Pedagogy Anyway? : 5 WHEN WE TALK ABOUT PEDAGOGICAL DOCUMENTATION, WHAT DO WE MEAN? P edagogical In describing what pedagogical Documentation is not the documentation is a documentation is, it may also be collection of data in a detached, term that we use to useful to define what it is not i.e. objective, distant way. Rather describe a process of it is the interpretation of close • A record of the day’s events, gathering artefacts, keen observation and attentive conversations, • A photo essay of centre life, listening, gathered with a variety ideas, and displaying children’s of tools by educators aware of • A scrapbook of children’s learning, energy and theories. contributing their different points work. The concept is inspired by the of view (Gandini & Goldhaber, work of educators in the schools 2001). What is missing in the above of Reggio Emilia, Italy, and in example that is present in Sweden. The challenge for early Pedagogical documentation also pedagogical documentation? childhood educators in Australia encourages multiple authors to Thoughtful reflection and is how and if to adapt these ideas collaborate on the one piece. The analysis. to our Australian context (Fleet, authors may include educators, Patterson, Hammersley, Schillert, families and/or the children. The The thing that separates Stanke; 2006, p.312). inclusion of multiple voices and pedagogical documentation perspectives can strengthen the from other forms of observation Pedagogical documentation understanding gained through and record keeping is the use of follows children’s and educators’ the process as well as the analysis and reflection. This form thinking and finds ways to make document produced. of research always includes these that thinking visible. It is a means two fundamental aspects. The of analysing what lies beneath Pedagogical documentation analysis may be a self-reflection; the play experiences to find also has a role in exploring it may draw on different theories the questions being asked and everyday experiences and is a and/or theorists; it may be linked the learning that occurs. It is tool for educators to see “the to texts and ideas within early a tool for educators to gather extraordinary in the ordinary” childhood or beyond. What information to create meaning, (Shafer, 2002). This encourages it does is give the educator but documentation is more than us to take every day experiences opportunities to reflect on what just the gathering of evidence: that may otherwise pass us by learning has taken place and to or we may overlook, and see Documentation is not only the assist in thinking where to from them as moments of learning, process of gathering evidence here? There is almost always a of relationships, of thinking, of and artefacts, but also the journey that takes place within listening and of insight and then reflection on and analysis of the the story being told, whether using these moments to form the collection, and the presentation that means a journey over a basis of documentation. Through of that collection, in a way that series of weeks or months or documentation, we can show makes the children’s learning even a journey that occurred the ordinary to be extraordinary visible to the children, the within a small space in time. (Strozzi in Reggio Children, teachers and other adults. There is always a moment where 2001, p.58). (Rinaldi in Wurm 2005, p.98) something needs to be overcome (or to be offered) that may be achieved through adult or child intervention. 67 :: WWhhaatt’’ss PPeeddaaggooggyy AAnnyywwaayy?? Thinking points • Can you identify what you are currently doing in your program that might be called ‘pedagogical documentation’? • How can you plan to investigate ways of identifying the extraordinary in the ordinary within your classroom or setting i.e. morning arrival, children greeting each other, lunchtime? • In what ways are you able to engage in a collaborative approach to documenting children’s learning, including families, children and other educators? 67 :: WWhhaatt’’ss PPeeddaaggooggyy AAnnyywwaayy?? What’s Pedagogy Anyway? : 7 WHY SHOULD I DOCUMENT? H opefully this question written word and be delighted children and when children pour does not infer that by the imagery and be informed over the documentation stored documentation is just about the thinking of the teacher in folders that provides a record a task that must be and the child/ren revealed in the of their experiences. Perhaps completed to comply narrative. we all have a memory of loving with regulatory to look at old family photos and Why should we spend our time requirements. If so, such an this is evident when children in and energy in this way? The obligation may dissuade you from early childhood programs look best reason of all is to build experiencing the exhilaration and at their centre ‘family albums’, connections with families and stimulation that documenting the the archival documentation of the community and to celebrate lived experiences of the children their experiences when they were our practice, to bring to light you are guiding and developing younger. the complexity of pedagogy and relationships with, each and theory. This is active advocacy A wonderful example of the every day, brings. It is indeed for early childhood education merit of this practice presented a professional responsibility to and for the profession. It may itself when two children looked record, document and assess ultimately raise awareness and through the photographs and the children’s learning, skills a level of respect for the sector documentation of clay work they and understandings. But it within the broader community. In had completed in the previous is also much more than this. the process we become critical year. Immediately the children Documentation is more than thinkers about children, play and wanted to engage with the clay writing a running record or an theory and begin to understand again to replicate the original observation and formatting and more comprehensively the clay characters they had created. publishing text, photographs and purpose and the impact of our However this time, a year later, work samples. work. There are other secondary they recreated the characters with Documentation is a practice that reasons for documenting that more well defined features and has a robust and an enviable are also very worthwhile. We with the addition of limbs this international history. Early document in order to trace the time, representing an action such childhood educators can aim process of learning and speculate as combing their character’s hair or beyond simply recording facts on the outcomes for children. eating a lollypop. and the functional, perfunctory It also makes visible ours and Usually when questioned about act of writing. There is a need to the children’s thinking and to previous documented experiences, seek answers and ask the many create an aide-de-memoir for children will demonstrate that questions that arise when working children, educators and families their memory is acute and they alongside children and gathering of particular events and moments can usually account for what data. When writing up your in the life lived in the early they had said and describe their reflections (including those of the childhood setting. thoughts about each photograph children, families and colleagues) An archive is created of the and the recorded story within about a moment in the day or an rich learning that takes place the documentation. Thus the event, the information you gather over the years and is recorded documentation and the process should begin to intrigue and sing referring to current knowledge of documenting serves many to you and you should be inspired and theories. One day this purposes - What rich data for to explore theories fearlessly, archival material may serve as a the assessment of children’s analyse deeply, research widely wonderful sociological research learning, for critical reflection, to and revise and craft a narrative project about early childhood promote dialogue, collaboration that is evocative and seductive. education over the decades. and building connections and You want to draw the reader The sense of doing this work community: Educators and into the story, your story and the becomes apparent when families children engage in meaningful children’s, the hypothesis and linger to read the documentation collaboration, the real work of life, questions and provocations. You as they arrive to collect their inclusive of family and respectful of want the reader to savour the diversity. 89 :: WWhhaatt’’ss PPeeddaaggooggyy AAnnyywwaayy?? “There is a need to seek answers and ask the many questions that arise when working alongside children and gathering data.” 0 1 0 2 s e ur g Fi y a Cl 89 :: WWhhaatt’’ss PPeeddaaggooggyy AAnnyywwaayy?? What’s Pedagogy Anyway? : 9 WHAT IS THE FAMILY’S ROLE IN DOCUMENTATION? P edagogical exploring and developing. documentation is Both family and early childhood an investment for educators receive the knowledge the practitioner of aspects of the child that we as it effortlessly do not know and what they are invites families capable of. Often families have to engage in a dialogue and the opportunity to see their child develop a respectful, meaningful in a new light, and practitioners and equitable relationship with have the opportunity to see the the ‘significant others’ in their tender, loving and loved child children’s lives. For families who from the perspective of the enrol their children in early years home - a gift to both educators programs, this investment is and family. particularly important as early childhood educators may only Families are a critical audience have the perspective of the child for our work. This reality may within the program. Educators require educators to pause to need to confer, liaise and frame a professional dialogue, collaborate with the children’s but not reduce it. Rather this families to gain the image of the is to invite an understanding child who lives their life within a of the complexity and theory family and a community. Having within our work. Documentation knowledge of the diversity of should not exclude the reader the contexts of family life adds from the conversation. Families to the professional’s knowledge will be keen contributors about the child and cultural when the request to engage competence, as family members in the dialogue is respectful are the child’s first mentor and life and sensitive. Families will guide. Families are well placed to continue to contribute when provide us with an authentic and they see a reflection of their meaningful image of the child. thoughts and impressions in the documentation. Families as well In letting go of the image of the as children have editing rights all-knowing professional expert, and educators must ensure that being uncertain and unsure consultation is complete prior to allows room for the ‘other’ to also the finalisation and publication be knowledgeable in particular of documentation. Through and equally valuable ways. This the process of consultation, is a sound starting point for an families will become a link to the abiding professional relationship broader community and another with families. Families (if we have advocating voice for early the ears and heart to listen) will childhood education. reveal the child they know and love, augmenting our knowledge of the child we see playing, 1101 :: WWhhaatt’’ss PPeeddaaggooggyy AAnnyywwaayy??

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When we talk about pedagogical documentation, what do we mean? 6 What is the relationship between pedagogical documentation and the Early Years
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Most books are stored in the elastic cloud where traffic is expensive. For this reason, we have a limit on daily download.