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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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…
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…
21 OctoberToday I was sitting at the puzzle table and several children were looking through their folders. Fergus was watching the other children and then asked me to help him look for his folder.
“Where’s my folder? I’ve got two folders now, cause Mum paid for another one,” he said.
He found both folders and got out his new one first. “Where’s my other one?” he asked. “Cause this one’s only got one page and I want to look through my other one.”
Fergus found his folder, and then he and Willia…
Child's name: James, 9 months, 3 weeks
Date: 8 Oct
Observer: Julie
A learning story
James crawls to the puzzle area where Leigh (3.5 years) is completing a puzzle. He looks at what Leigh is doing, then chooses a puzzle and starts to work with it. He takes a piece out and attempts to put it back in. He tries quite a few times to position the piece correctly by lifting it out, repositioning it, and putting it back in. Eventually, the piece goes in the right way.
Leigh (the older child…
Child's name: Jorjia 2.2yrs
Date: September
Teacher: Caroline
Examples or cues
A Learning Story
Belonging
Mana whenua
Taking an Interest
I was sitting down by the reels, writing in the infants’ daily books. Jorjia came over. Jorjia: “See my turtle.”
Caroline: “You’ve got a turtle,” as she carefully laid “the turtle” in my hands.
Jorjia: “Look, my turtle.”
Caroline: “What shall we do with your turtle?” Jorjia: “Put it here,” pointing to the plank.
I placed it down carefully.
Jor…
Child: Daniel (14 months)
Teacher: Shaz
Date: 1 August
A learning storyDaniel was sitting on my knee while I read the story about a pudgy pig that visits lots of different animals on his way to find his favourite pigsty with all his little pig friends.
Daniel pointed to the animals, squealing with excitement and bouncing up and down on my knee. He loved lifting the flaps to discover a different animal each time, saying “eyes” emphasising the “s” on the end. He often turned to me with a big g…
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.
What a lovely story today. Daniel says that he would like some space to do a drawing. I watch as Daniel starts to write his name and comment that he holds the pen differently now. Remember I say, and recall an older story of when Daniel was writing his name. I get Daniel's portfolio a…
Today a group of boys came out from the back room, all dressed up.
They asked if they could use the water paints and promptly got to work with the paint brushes, applying lipstick, rouge, eye shadow and nail polish.
Giving children the opportunity to explore what it might be like to be someone or something else is important in developing their understanding of themselves and how they, and others fit in to the world around them.
The next day ...I thought that their interest in dressing up coul…
Child’s name: Vini
Date: November
Teacher: Rosie
A Learning Story
Belonging
Mana whenua
“My Mother's slippers are broken,” Vini explained to me. “I would like to make her new slippers,” he continued.
“Great, Vini – what a thoughtful idea … What do you think you need to make them?” I asked.
“Hmmm … cardboard … brown cardboard,” he decided.
I suggested that he draw around the shape of my feet – he agreed my feet were approximately the same size as his mother's. These were ski…
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…
10 May
He mahi uaua te whakawhanui i ngā kutikuti, heoi ano ka ako au, titiro ...
Āta titiro, āta whakaaro, whakarite ngā kutikuti. Katahi, tapahia! Anana!
Whaea Mel
Te pai hoki o ou mahi i te rangi nei e Tama!
I kōrero mai a Whaea Re-nee kei te kaha koe ki te parakatihi i o mahi tapahia me ngā kutikuti tēnei wiki Mandela. I kite koe i ahau e tapahia ana i ngā ahau i te taha tepu, kātahi i noho koe ki taku taha hei matakitaki ...
I whakaatu au me pehea te tapahia tika, te mau tika o n…
Veins, wonderful veinsNovember
This morning in the hospital playroom we talked about veins in our bodies. Jessica dressed up like a doctor and looked to see if she could find Shani’s veins ... DISCOVERY! Jessica found a vein on the back of Shani’s hand. “Could medicine go into this vein?” she asked.
“Yes,” I replied. “The doctors might think that was a good vein to put medicine into.”
“OK, I’ll be sick, OK?” suggested Shani as she climbed into bed.
“OK – and I’ll put some medicine into your…
Date: 5 June
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.
Hikurangi and Joel held hands and were very quiet and focused during the karanga as we were called onto the marae – as were the other children. Hikurangi liked the waiata in the wharenui, especially “Whakaaria mai”, which both tangata whenua and manuhiri sang together before th…
Tyler has shown huge interest in using the fax machine as a way to communicate with Mum and Dad while he is at the centre.
This picture seems to be upside down. OOPS. (I guess Dad still appreciated it.)
The office has never been a child-free zone. Now, it is our COMMUNICATION CENTRE.
Tyler’s interest in the fax machine has introduced another aspect of communication technology and how it can be used in a learning environment.
Tyler’s faxes have:
increased his sense of security;
made link…
In its introduction on page 2, Book 3 states:
"Te Whāriki is a bicultural curriculum that incorporates Māori concepts. The principles of whakamana (empowerment), kotahitanga (holistic development), whānau tangata (family and community), ngā hononga (relationships), and the different areas of mana that shape the five strands provide a bicultural framework to underpin bicultural assessment."
That book sets out a number of principles for authentic bicultural assessment, and books 11–15…
The busy puzzling morning – Part 1Phoebe often enjoys setting herself the task of solving puzzles. Today she carefully tips out an interesting puzzle that shows lots of pictures about te ao Māori – the Māori world. She turns the pieces over and then is soon absorbed in studying the features of the puzzle. She holds up a comb piece and puts it into the appropriate place, commenting to Ann that she has combs at her house. As she selects hei tiki she wrinkles Phoebe is keen to work from left to rig…
Learning communities are also constructed by writing down or recording some of the work of the community. A learning community is a place of collective participation. One of the ways the participants are connected together as a “community” engaged in learning is through the community’s practice being made public or documented. If the practice is made public (to even a limited audience) or documented, then it is available and visible, not only for the teachers but also for the children, families,…
Date: 23 July
Teacher: Julie
A learning storyJohn watches two children and an adult play with hooks, chains, and lines.
When they move to work nearby, he begins joining the objects together.
He places them in a line. Some droop over the end of the table, so he brings a chair to attach the length to.
A hook comes free on the table; he looks, then reattaches it the other way around.
He has difficulty attaching the length to the chair and pushes it into a hole. He continues linking and hooks…
Assessments value the interactions between adults and children and with peers. They are specific about those aspects of verbal communication that the children are developing. The exemplar “Starting with photos” illustrates how powerful photographs are in initiating a network of other communication modes and in maintaining a connection with the home.
Working theories developed by teachers are relevant here; one teacher’s working theory relates to the value of te reo Māori.7 All early childhood t…
Alison James and Alan Prout (1997), writing about constructing and reconstructing childhood, comment that:
"it is now much more common to find acknowledgement that childhood should be regarded as a part of society and culture rather than a precursor to it; and that children should be seen as already social actors, not beings in the process of becoming such."
page ix
If we want to recognise and respond to the learning that is taking place, we will seek multiple perspectives, one of w…
