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.
We are making improvements to our download-to-print functionality. So if you want a printed copy there are PDF versions available at the bottom of the main cover page.
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Child: Lute
Teacher: Karen
Date: 20 March
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.
This morning a group of children and I were looking through catalogues. The children were selecting equipment that they would like for their outdoor area. (We were applying for a grant.) They had great delight picking and choosing, and recorded th…
Using the arts for a purpose includes:
expressing emotion and interpreting experiences and ideas through dance, drama, music, and the visual arts;
telling a story through dance, drama, music – sound arts, and visual arts;
composing a song, completing a picture, developing a dance, or constructing a drama about a topic or theme of interest;
recognising the significance, history, and place of cultural traditions in the arts;
noticing, recognising, and drawing on “traditional Māori forms such as p…
Today Kauri’s mum told us the story of how Rangitoto got its name.
Back in the days of early migration when the great ancestral waka came to settle in Aotearoa, many of the landmarks that were discovered were named not only according to appearance but about incidents that occurred there. Such is the case of Rangitoto. The Te Arawa waka captained by Tamatekapua arrived on the volcano.
It was closely followed by the Tainui waka. Horouta was the captain. He had been in pursuit of the Te Arawa wak…
Using ICT for a purpose includes:
faxing and emailing family and others beyond the early childhood setting to communicate, strengthen reciprocal and responsive relationships, and seek information from experts;
making copies of work and text so that it can be taken home and shared with family and others;
making copies of drawings in order to tell a story. ICT that includes visual images and sometimes dictated text and/or music is a valuable tool for storytelling;
using the computer for social ne…
15 JuneYesterday, Kogi and I decided that this week we would concentrate on taking photos. So this morning, I took the camera outside with me, hoping to get some great shots.
It was very quiet outside, and Jason, you were sitting by yourself – so I took a picture of you. We both noticed when I showed you the photo that there was a shadow there!
You were so curious about the shadow, and about the process of taking photos that I thought you might want to have a turn for yourself.
You noticed…
The third image is about the reciprocal relationship between the child and their world.
Kia puāwai koe ki te ao
Ka kitea ō painga
So you shall blossom into the world,
and the world in turn is transformed.
Children’s learning is embedded in their reciprocal relationships with the world, with people, places, and things. The world shapes their learning, and in turn, their learning shapes and changes the world.
"The languages and symbols of their own and other cultures are promoted and protected. Children experience an environment where they develop non-verbal and verbal communication skills for a range of purposes; they experience the stories and symbols of their own and other cultures; they discover and develop different ways to be creative and expressive.
Ko tēnei mea ko te reo, he matapihi e whakaatu ana i ngā tikanga me ngā whakapono o te iwi … Kia mōhio te mokopuna ki tōna ao, ki te ao Māor…
“Write about my moves! I keep wriggling to keep it moving ... When it goes low, I have to go faster, see?”
Lachlan shows me how fast he has to go to keep the hula hoop turning. “See, it’s on my hips? When you start moving, it goes faster.
Sometimes it goes slow when I move my body fast, and the hula hoop goes down.”
Short-term reviewLachlan is so good at using the hula hoop, I can see why you’ve got one at home, Moira.
It takes a lot of skill to get a hula hoop to move, and I think Lachl…
Children: Joe and Elliot
Date: 27 August
Teacher: Shelley
Joe and Elliot decided that they would like to illustrate the story of Hatupatu. They looked at each other for a minute, and then Joe said, “We could do it together, eh, Elliot?” Elliot agreed, and Joe said, “I’ll do the first page.” I encouraged them to draw the title page first so that we would know what the story was.
At mat time, Joe and Elliot stood behind the overhead projector and put the pictures on one by one. Joe pointed out…
Learning storyChild’s name: Brittany
Date: 7 October
Teacher: Shelley
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.
Brittany came to the swings. She started to tell me about the trapeze swing she was on.
Brittany told me the story of how her sister, Hayley, had a photo taken on this swing when she was at kindergarten.
Hayley has a…
Book 6 outlines three aspects of competence. Two of these are “learning strategies and dispositions” and “social roles and culturally valued literacies”. Children explore and develop these aspects by engaging with people, places, and things and through the involvement of the early childhood learning community in the outside world. For example, visiting artists can help the learning community set reference points for competence in art. Exemplars throughout the books provide examples of the docume…
Rangiātea, the 146 year-old historic church in Ōtaki, burned down in October 1995. The community was devastated.
The rebuilding has been a major undertaking that has touched the lives of many of the kindergarten children.
We took the children in small groups to visit Rangiātea. Whānau came with us. Many stories were told that we would not otherwise have heard.
One child’s great-grandfather’s carpentry tools were used – the planes were just like the ones used in the original.
Another child had…
The children here learn, as a group, about real things, like gardening and how this contributes to daily life. Growing and harvesting crops in a semi-rural township is a significant economic event that involves everyone.
“Are they ready? How do we know? Let’s dig one up to see its size.”
“They’re big.”
The Potato Scrubbers “Does that look clean to you?”
They shared the potatoes out for scrubbing, showing good maths skills.
Once cooked, now the taste test – a little butter – a little salt…
Learning story18 July
Ezra approached Sarah and asked her to “get the roadworks stuff out of the garage”. Sarah asked him what he needed, and he replied, “The stuff to fix the road”. Sarah asked Ezra what he thought the road workers might use to fix the road, and he said, “A bulldozer.”
Ezra got one of the diggers out of the sandpit area and put it up on the hill. He then organised a cone and a wooden frame on the hill to act as a roadblock. Ezra then went and got wheelbarrows, tape measures,…
Learning storyJuly
Jayden likes to put things back in their place. Today, the children took the car-racing track out of its box and played with it for a short time. Jayden was then keen to put it back, persevering with the task.
Learning story19 September Teacher: Jill
Jayden was very involved with threading the cotton reels when we got them down today. I showed him how to thread the cord through the beads. Jayden sat there and tried to copy what I had shown him. After twenty minutes of focus…
As part of the kindergarten environment, we have been planting and growing some vegetables. The children have helped with preparing the soil, planting, watering, and weeding. They are now reaping the benefits and help themselves to tomatoes when they want them.
We were talking about other vegetables that we grow at home and were very lucky to have Maxine bring us in some corn and a corn plant. There was a lot of discussion about how it grew, what it had needed to grow, and where the corn grew o…
Teachers’ reflections on how learning dispositions and working theories can be strengthened are exemplified in the What next? sections of the learning stories and narratives described throughout books 11–15. Teachers are developing local examples of dimensions of strength, and these provide opportunities for discussion and debate. On page 6 of Book 7, Assessment and Learning: Continuity/ Te Aromatawai me te Ako: Motukore, competence that progresses over time is described as becoming “more secure…
