Kei Tua o te Pae
Kei Tua o te Pae/Assessment for Learning: Early Childhood Exemplars is a best-practice guide that will help teachers continue to improve the quality of their teaching.
The exemplars are a series of books that will help teachers to understand and strengthen children's learning. It also shows how children, parents and whānau can contribute to this assessment and ongoing learning.
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1 Ministry of Education (2007a). The New Zealand Curriculum for English medium Teaching and Learning in Years 1–13. Wellington: Learning Media, p. 20.
2 Vivian Gussin Paley (1988). Bad Guys Don’t Have Birthdays: Fantasy Play at Four. Chicago: The University of Chicago Press, pp. vii–viii. Books by Vivian Paley include many transcripts and drama sequences, and we do not have examples of extended pretend play in these exemplars. She urges us to listen carefully and to respond – exploring the chil…
Introduction - He kupu whakataki
"Exemplars are examples of assessments that make visible learning that is valued so that the learning community (children, families, whānau, teachers, and beyond) can foster ongoing and diverse learning pathways."
Early Childhood Learning and Assessment Exemplar Project Advisory
Committee and Co-ordinators, 2002 (Emphasis added)
This is the second of three books of exemplars that ask the question “What difference does assessment make to children’s lea…
Which assessments from our setting make valued aspects of the arts visible to teachers, children, families, and whānau?
What opportunities for experiencing the arts in the wider community are evident in the children’s assessments?
How do teachers include the practices in the arts that children are experiencing outside the centre in their assessments?
Are there opportunities for children’s portfolios to become artistic artefacts? How does this happen?
Do our assessments that include the arts refl…
1. This is Matthew’s first attempt to draw his car, but he was not happy with the wheel.
2. This is Matthew’s second attempt, but again, his wheel was not what he wanted.
3. Matthew is starting his third attempt to draw his car
4. Matthew is now drawing the doors on the car, and it has windows and hubcaps, too.
5. The car is taking shape, and Matthew is very happy!
6. Look, this door opens here!
What’s happening here?
This series of photographs illustrates Matthew’s attempts to draw a car…
Who are we documenting for? Who should we be documenting for?
How do our assessment practices make valued learning visible to teachers, to children, and to families and whānau?
In what ways do assessment examples from our early childhood setting reflect socially and culturally valued roles in the community?
Have the families contributed to the development of our learning community? In what ways? How do we make this possible for families where English is not their first language?
Do our assessmen…
Biddulph, Fred; Biddulph, Jeanne; and Biddulph, Chris (2003). The Complexity of Community and Family Influences on Children’s Achievement in New Zealand: Best Evidence Synthesis. Wellington: Ministry of Education.
Carr, Margaret and Cowie, Bronwen (2003). “The Consequences of Sociocultural Assessment in Early Childhood Settings: Community, Competence and Continuity”. In Early Childhood Education: Society and Culture, ed. A. Anning, J. Cullen, and M. Fleer. London: Sage.
Carr, Margaret; Cowie, Br…
Child: Kaeleigh
Date: October
Teacher: Kimberly
Examples or cues
A Learning Story
Belonging
Mana whenua
Taking an Interest
Finding an interest here – a topic, an activity, a role. Recognising the familiar, enjoying the unfamiliar. Coping with change.
Today we had a special visitor named Jo, who came in to talk to our teachers about ICT in our centre. Jo had a few spare minutes after lunch, so she brought her laptop out for us to play with. At first, we were looking at her photos on the…
Child: Lauren
Date: 21 February
Observer: Julie
Learning StoriesI invited Lauren to do an overprint on the cat screen print she did the other day.
“What else would you like to have in this picture, Lauren?”
“A basket! With blankets that go there and there!”
“Fantastic!” I said and watched as she drew her cat basket and cut it out.
Once the print was made, she looked at it and said, “Oh, no! That’s not right! The cat needs to be in the basket – not up there!”
“You could draw another on…
Child: Hamish
Teacher: Julie
Date: 18 September
The corgi sewing project started today! After we had pinned the pattern (Hamish’s fantastic drawing) to the fabric and cut it out Hamish said, “I can sew by myself – I don’t even need any help!”
“Great, Hamish – there you go – you know what to do!!”Hamish did just that – total concentration – fully bent to the task. “I’ve done five stitches,” and he had – very neat and right where they should be – I was impressed. I stayed sitting by him talkin…
Children learn through play – by improvising, randomly exploring, compromising, negotiating, and being playful.
"Good scientists, like good artists, must let their minds roam playfully or they will not discover new facts, new patterns, new relationships." 8
In The Ambiguity of Play, Brian Sutton-Smith lists some features of the “playful”, including exaggeration, playing with boundaries, playing with time, playing tricks, teasing, completing puzzles, and playing with sound. He states,…
Children are developing a wider horizon of interest beyond the early childhood setting and beyond their home settings.
Learning dispositions and working theories include developing an interest in and a recognition of new learning identities or “possible selves”8 and a capacity to “read” the environment and therefore to navigate between different forms of individuality and competence as defined in different communities. For some children, this involves navigating between te ao Māori and te ao wh…
Children develop competence as they pursue their personal interests and goals. They develop working theories about themselves as learners and about the world around them. Their goals, interests, and working theories may not be immediately apparent, and many will change during the learning itself.
The longitudinal New Zealand Competent Children project (Wylie and Thompson, 2003, page 74) concluded that a number of items that described early childhood settings continued to show positive associati…
Children develop many goals for their learning, goals that are often hidden from the adult observer. Children frequently appear to “change track” as they work, and on many occasions, their goal is only apparent to adults in retrospect (and not always then). We have to find ways in which children can tell their own stories or be their own assessors without involvement in formal assessment. Not all children can do this, so we have to get to know the children well in order to notice and recognise t…
Child: Tia
Date: 16 August
Teacher: Grandmother
Examples or cues
A Learning Story
Belonging
Mana whenua
Taking an Interest
Finding an interest here – a topic, an activity, a role. Recognising the familiar, enjoying the unfamiliar. Coping with change.
Tia and I were travelling out to Whitecliffs and the wind was blowing very strongly.
Tia asked, “What's that?” I told her that it was Tāwhirimatea and he was blowing very hard today.
She asked, “Where?”, meaning “Where is it? I can&…
Non-verbal communication skills include expressing feelings, ideas, and questions in a wide range of ways. Teachers who know the children well learn to “read” the signs of infants and toddlers. Children learn to communicate using a wide range of media: the exemplar “Drawing and chanting together” gives examples.
“Introducing the computer” is an exemplar about children being introduced to one type of information technology. More exemplars about information technology are included in Book 20, and…
Introduction - He kupu whakatakiTe Tiriti o Waitangi is one of the guiding documents for education in Aotearoa New Zealand. It guarantees partnership, protection, and participation to the two signatories. Quality in Action/Te Mahi Whai Hua (1996, page 67) states that management and educators should implement policies, objectives, and practices that “reflect the unique place of Māori as tangata whenua and the principle of partnership inherent in Te Tiriti o Waitangi”.
This book, the third in a s…
Today Tuveina asked me if he could put the iSight® camera into the mouse house. I got it out of the bag and helped him plug it into the computer. Keanu was at the other computer with the other iSight® camera ready to see into the mouse house. Tuveina put the iSight® camera into the house to see what the mice were doing. He said, “Keanu, can you see what the mice are doing? They are sleeping.”
Keanu asked over the iSight® camera if Tuveina could wake the mouse up and see if it wanted to go on th…
