Adults and Children Engaging With Eportfolios in an Early Childhood Education Setting

Hooker, Tracey

doi:10.21125/edulearn.2017.0081

Cited by 3 publications

(9 citation statements)

References 78 publications

(218 reference statements)

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“…Thus, assessment practices help teachers and families to support learning that is relevant to, and reflective of each child's individual strengths and interests (Hooker, 2016;Ritchie & Buzzelli, 2012). Learning stories invite collaboration between children, teachers and wider family members to support and reflect upon children's learning, thus ensuring that learning is meaningful and relevant.…”

Section: Assessment In Ecementioning

confidence: 99%

“…Learning stories invite collaboration between children, teachers and wider family members to support and reflect upon children's learning, thus ensuring that learning is meaningful and relevant. Children's participation, therefore, is critical to developing strong learner-centred models of assessment (Hooker, 2016;Meade, 2012). Variations in how children engage and contribute to their hard-copy portfolios are evident in New Zealand research.…”

Section: Assessment In Ecementioning

confidence: 99%

“…Within ECE settings, such ownership is influenced by the significant power teachers hold over children in learning, documentation and decision-making (Carr, 2011). Both Carr (2011) and Hooker (2016) Partnership is developed when centres, children and families partner with each other in order to establish learner-centred outcomes for children (Meade, 2012). Studies show that developing strong, reciprocal relationships with families enabled teachers to develop greater understanding of families' values, in turn transforming how they understood and supported children's learning and the quality of their documentation (Jones, 2006;Meade, 2012).…”

Section: Children's Engagement With Pedagogical Documentationmentioning

confidence: 99%

“…Little research attention has been paid to young children's engagement with e-portfolios (Goodman & Cherrington, 2015;Higgins, 2015;Hooker, 2016). A study by Goodman (2013, as cited in Goodman & Cherrington, 2015) found parents and teachers were more engaged with children's learning and teachers had improved communication with whānau 2) .…”

Section: Children's Engagement With Pedagogical Documentationmentioning

confidence: 99%

“…settings have primarily relied upon empirical research from other educational settings that may not always be relevant (Goodman & Cherrington, 2015;Hooker, 2016). Benefits revealed in such studies include their instantaneous nature, accessibility, minimisation of costs and ease of communication with parents (Barrett, 2010;Wuetherick & Dickinson, 2015), factors relevant to ECE.…”

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confidence: 99%

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Children’s Engagement with Their Learning Using E-portfolios

Goodman¹,

Cherrington²

2017

Pac Early Child Educ Res Assoc

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Narrative approaches to documentation and assessment in early childhood education (ECE) encourage children to be active contributors to their own learning journey. The growing emphasis on technology in society is changing assessment practices, with the introduction of e-portfolios into ECE, extending traditional documentation methods. Despite their growing popularity in New Zealand ECE settings, little research into their impact on children and their learning has been undertaken to date.This study examined children's engagement with their learning using e-portfolios through a national online survey and case studies of two ECE centres. This article presents findings from the study, including children's engagement with hard-copy and e-portfolios, connections between home and the centre, and teacher practice to inform how teachers may utilise e-portfolios to support children's learning.

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Section: Assessment In Ecementioning

confidence: 99%

Section: Assessment In Ecementioning

confidence: 99%

Section: Children's Engagement With Pedagogical Documentationmentioning

confidence: 99%

Section: Children's Engagement With Pedagogical Documentationmentioning

confidence: 99%

mentioning

confidence: 99%

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Children’s Engagement with Their Learning Using E-portfolios

Goodman¹,

Cherrington²

2017

Pac Early Child Educ Res Assoc

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Revisiting the Roles of Teachers as Assessors of Children’s Progress: Exploration of Assessment Practices, Trends, and Influences Over Time

McLachlan

McLaughlin

2022

Early Childhood Research and Education: An Inter-Theoretical Focus

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Early childhood education and care in the app generation: Digital documentation, assessment for learning and parent communication

Stratigos

Fenech

2020

Australasian Journal of Early Childhood

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While early childhood educators’ use of digital applications (apps) to document children’s experiences and support parent communication is increasing, there is limited empirical research about the impact of these applications on children’s experiences and educators’ practices. This article provides a critical analysis of the findings from this body of research with a focus on affordances and challenges. While the research supports potential benefits for parent engagement and pedagogy, a range of challenges relating to content, access, equity, workload and ethics are highlighted. Features of the neoliberal contextual that may enable the increasing use of apps and shape the way they are used are considered, and opportunities for future research to further critique, enhance understandings and inform practice proposed.

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Adults and Children Engaging With Eportfolios in an Early Childhood Education Setting

Cited by 3 publications

References 78 publications

Children’s Engagement with Their Learning Using E-portfolios

Children’s Engagement with Their Learning Using E-portfolios

Revisiting the Roles of Teachers as Assessors of Children’s Progress: Exploration of Assessment Practices, Trends, and Influences Over Time

Early childhood education and care in the app generation: Digital documentation, assessment for learning and parent communication

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