Kei Tua o te Pae

The exemplars in this book illustrate possible ways in which assessing, documenting, and revisiting children’s learning will contribute to educational outcomes in the curriculum strand Communication/Mana Reo.

Assessment portfolios provide teachers and children with something interesting to talk about together and with families and whānau.
Children are able to “read” and respond to some of the documentation to do with their learning because photographs and other visual cues support the documenta…

Introduction - He kupu whakataki
"Teaching children as young as kindergarten age to question relentlessly and learn from their failures is the key to producing world-class scientists … We must stimulate the asking of questions by young people so they grow up in an environment that encourages scientific questioning … The education system must also help young people develop resilience in the face of repeated failure … It is so important to keep trying and trying." 1

This book collects t…

12 MayThis morning Isaac came to me and said, “We need to have a meeting for boys only. We want to plan something only for boys.”

“Sounds like a good idea,” I said. “When would you like to have the meeting?”

“Today,” responded Isaac. “What time?” I asked. “Nine o’clock,” said Karl.

“Well, we have already had nine o’clock, today,” I said. “How about twelve-thirty this morning? After we’ve tidied up?”

“Yes. That will be okay,” said Isaac.

“You’ll need a notice so that all the boys know about…

How do our documented assessments contribute to the transition of children, families, and whānau into, within, or beyond the early childhood setting?
How do our assessments reflect the children’s sense of belonging to this place?
How do we ensure that the family or whānau voices are reflected in the children’s assessment portfolios and contribute to the curriculum?
Is the learning in relation to routines, customs, rituals, and regular events visible in our documented assessments?
What examples d…

1 Étienne Wenger (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press, p. 160. Wenger describes this bridging process as one of “reconciliation”, which he explains is about “finding ways to make our various forms of membership coexist”.

2 Early Childhood Learning and Assessment Exemplar Project Advisory Committee and Co-ordinators, 2002.

3 See Paul Black and Dylan Wiliam (1998). “Assessment and Classroom Learning”. Assessment in Education, vol…

In this section
Belonging to wider learning communities beyond the early childhood setting
Belonging in a particular early childhood setting
Belonging situated in routines, customs, and regular events
Belonging situated within rules, rights, and responsibilities

Introduction - He kupu whakataki

In 2001, Mason Durie set out a framework for considering Māori educational advancement. He set out three goals in this framework (discussed in Book 1). Goal 3 relates to well-being:

"A third goal for education is linked to well-being. Education should be able to make a major – if not the major – contribution to health and well-being and to a decent standard of living. Educational achievement correlates directly with employment, income levels, standards of…

The exemplars in this book illustrate possible ways in which assessing, documenting, and revisiting children’s learning will contribute to educational outcomes in the curriculum strand Well-being/Mana Atua.

Assessments secure the responsible and thoughtful involvement of all children (for very young children, photographs of learning episodes can be revisited, and families will provide a proxy involvement for their children).
Assessments reveal the nature of the teacher’s belief about learning a…

Te Whāriki  elaborates on the Well-being/Mana Atua strand:

"The health and well-being of the child are protected and nurtured. Children experience an environment where: their health is promoted; their emotional well-being is nurtured; they are kept safe from harm.4

Ko tēnei te whakatipuranga o te tamaiti i roto i tōna oranga nui, i runga hoki i tōna mana motuhake, mana atuatanga … Kia rongo ia i te rangimārie, te aroha, me te harikoa, ā, kia mōhio ki te manaaki, ki te atawhai, me whakahir…

There are a number of exemplars from other books in the Kei Tua o te Pae series that could also be useful in considering assessment within the Well-being/Mana Atua strand. These exemplars are as follows:

Book 2: “Those are the exact words I said, Mum!”; Aminiasi sets himself a goal; “Write about my moves!”

Book 3: Pihikete’s learning; Micah and his grandfather

Book 4: all of the exemplars in this book

Book 5: A gift of fluffy slippers; Sharing portfolios with the wider community; Rangiātea;…

Hannah is beginning to recognise the physical feelings or cues her body is giving her about needing to use the toilet.

Hannah used some very creative strategies for communicating her needs to me! Hannah responded calmly to the task of finding a toilet in time.

Kristina

What’s happening here?
This story, from a home-based setting, marks a milestone in Hannah’s development.

What does this assessment tell us about the learning (using a Well-being/Mana Atua lens)?
This assessment demonstrates se…

Child: Zachary

Date: February

Teacher: Mary

 
A learning story

Taking an interest
“I’m making a card for my great-grandad,” Zachary told me.
“He’s really sad!” I asked him why.

“Because Great-grandma died. We go and see him and cheer him up.”

“My great-grandma died before I was born.”

“My daddy said when I’m a daddy, I might die, so I don’t want to be a daddy because I don’t want to die.

I don’t want to grow up ...”

(Monique was sitting listening to this wonderful chatting. She told him…

Alexander loves paintingChild’s name: Alexander

Date: December

Teacher: Rosie

The Child’s VoiceLearning StoryAlexander and I were having a conversation about things that really scare us.

“Dad has an axe at home. It is the best axe in the world. It chops trees – and wood ... and MONSTERS!”

Big Forest by Alexander

“There was a big forest and it had seven trees! It’s got a big tree – it’s got a mouth, eyes, ears and hair – HEAPS of leaves. The tree got big because it ate heaps of sharks!”

Tr…

How do documented assessments contribute to the health, well-being, and safety of children in this early childhood setting?
Is there a clear understanding of the definition of well-being from a Māori perspective?
Are assessments clear about some of the strategies children can use to keep themselves safe and to see that others are safe as well?
Do documented assessments provide staff and children with guidelines about how children have been able to stay involved in a task?
Do families and whānau…

Mason Durie (2001). “A Framework for Considering Māori Educational Advancement”. Opening address to the Hui Taumata Mātauranga, Turangi/Taupo, 24 February, page 5.

2 Paul Black and Dylan Wiliam (1998). Inside the Black Box: Raising Standards through Classroom Assessment. London: School of Education, King’s College, p. 13. (See also Book 10).

"A great deal of concern has been expressed about the need to respond further to the behaviour and emotional problems of young children growing up in…

A Group Learning StoryDate: 1 February

Teachers: Marilyn & Ruth

NoticingWhen the children returned from their holidays, we noticed that there was a lot of talk about various holiday topics within the centre. However, it seemed that camping was a topic that was most often discussed among various children. So, we called a meeting to investigate this further. The children took turns sharing their holiday experience, and this is our first kōrero!!!

Holiday newsJimmy: Mum and Dad built a big t…

Stretch, kick, roll, push, pull, balance and a press-up for old times’ sake. Well, if I had some of Layne’s energy and determination, an aerobic workout a day would be a breeze. However, I think I will stick to the leisurely strolls down the beach and leave him to the strenuous crawling task he is mastering so well!

What learning happened here?

Our aspiration is to support children to develop a sense of themselves as “confident and capable learners” and this portrays Layne’s efforts so well. H…

A journey: Discovering the past

0-HUIARANGI

Known also as Pigeon Mountain or Pigeon Tree Mountain.

An extinct volcano, which has been partially destroyed by quarrying.

Exploring our mountain. O-Huiarangi

Getting the feel of the mountain. Sliding on the steep slopes inside the rubbish bags.

Shooting down at speed on the slippery grass.

Climbing the old trees

The weight of the rocks!

Making connections
Asking questions
Researching
Investigating
Looking for answers that lead to new under…

1 C. Edwards, L. Gandini, and G. Forman, eds (1998). The Hundred Languages of Children: The Reggio Emilia Approach – Advanced Reflections. Westport, CT: Ablex, 2nd ed.

2 C. Rinaldi (2006). In Dialogue with Reggio Emilia - Listening, Researching and Learning. London: Routledge, p. 65. The Hundred Languages of Children was the name of an exhibition conceived by Loris Malaguzzi. “Since 1981, the Reggio exhibition ‘The Hundred Languages of Children’ has travelled the world, accompanied by speakers…

What’s happening here?
Three children are each building their own block structure, complete with cars and wooden people. The children need to work out a satisfactory way of distributing the available girl figures between them.

What does this assessment tell us about the learning (using an Exploration/Mana Aotūroa lens)?
This is an example of three children negotiating and compromising as they work alongside each other. It is a common occurrence in play in an early childhood centre that there ar…