E-portfolios and relational space in the early education environment

Gallagher, Aisling

doi:10.2478/jped-2018-0002

Cited by 10 publications

(16 citation statements)

References 32 publications

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“…While it is generally accepted that positive engagement between families and ECEC settings is beneficial for children, the meaning and purpose of partnerships, involvement and engagement with families are contested in the literature (Hadley & Rouse, 2018). It is perhaps unsurprising, then, that services may look for new methods of communicating and engaging with families, particularly when both parents are employed and feeling separation anxiety from their young children (Gallagher, 2018). Many of today’s parents, who themselves are digitally literate, are likely to be comfortable with app-based communication.…”

Section: Digital Apps In Ececmentioning

confidence: 99%

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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Section: Digital Apps In Ececmentioning

confidence: 99%

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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“…Feedback from children and parents is often sought (see Cameron, 2018) by reading observational notes to the child and his or her parents which are frequently accompanied by photographs of moments in the learning process, and then inviting them to comment or add their perspectives before writing up a final version of a learning story. Recent research studies in NZ (e.g., Beaumont-Bates, 2017;Gallagher, 2018;Goodman & Cherrington, 2015Higgins & Cherrington, 2017;Hooker, 2015;Penman, 2014) revealed that such parental contribution can be considerably enhanced through the use of digital learning story portfolios compared to paper-based portfolios, mainly because assessment is accessible in 'real-time' through online portfolios (Goodman & Cherrington, 2015;Hooker, 2015). The rationale for these discussions is not only to authenticate teachers' interpretations of a child's learning but also to provide alternative insights to those of teachers (Carr, 2001;MoE, 2017; see also Snow & Van Hemel, 2008).…”

Section: Recognise -Do You Understand My Story?mentioning

confidence: 99%

How the Learning Story Framework can be Enhanced to Provide Better Assessment Information to Support Planning for Children’s Further Learning: A Critique of the Reliability and Formative Validity of Learning Stories in Aotearoa New Zealand

Wanoa¹,

Johnston²

2020

nzaroe

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Learning stories are the predominant method of assessment in the Aotearoa/New Zealand early childhood education sector. In the present paper, we argue that, while learning stories appropriately emphasise what children can already do, also describing their challenges in learning stories could contribute to planning, independent learning, motivation and self-assessment. Drawing on the first author’s professional experience as an early childhood teacher, a critique of the three components of learning stories’ practice – notice, recognise, and respond – is used to put forward a case for effective strategies to enhance the validity and reliability of these assessments. These components are deployed sequentially in the learning stories assessment process to serve the formative purpose of the approach. The notice component includes a familiar observer, informal sharing of observations and watchful listening to achieve descriptive validity, and the use of children’s own words to achieve interpretative validity. The ‘recognise’ component involves peer review, multiple perspectives, and child plus parental feedback to achieve construct validity. The ‘respond’ component draws attention to multiple perspectives input to achieve accuracy as a property of validity. The application of each strategy also improves the reliability of learning story assessments.

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“…«Kompik -Kompetenzen und Interessen von Kindern» (Bauer, Krause und Mayr 2012), «PERiK -positive Entwicklung und Resilienz im Kindergartenalltag » (Ulich und Mayr 2007), «Kuno Bellers Entwicklungstabelle» (Beller und Beller 2010), «Baum der Erkenntnis» (Berger und Berger 2006)). Gängige Verfahren zur Aufdeckung von Entwicklungsrisiken sind beispielsweise die «EBD 3-48/48-72 -Entwicklungsbeobachtung und -dokumentation für Kinder von 3-48/48-72 Monate» (Petermann, Petermann, und Koglin 2017, 2018, der «BBK 3-6 -Beobachtungsbogen für 3-6-jährige» (Frey, Duhm und Althaus 2008) und «Validierte Grenzsteine der Entwicklung» (Laewen o.J.). Viernickel und Völkel (2009) empfehlen die Kombination der unterschiedlichen Verfahrenstypen, wobei ein prozessorientiertes Verfahren im Vordergrund stehen und die diagnostischen bestmöglich ergänzend genutzt werden sollten.…”

Section: Verfahren Für Die Dokumentation In Kitasunclassified

“…Beispielsweise könnten, durch Fotos und Videoaufnahmen, Lern-und Bildungsprozesse mithilfe von Apps besonders gut aufgezeigt werden (Kumpulainen und Ouakrim-Soivio 2019). Auch könnten Kinder sowie Eltern besser am Dokumentationsprozess partizipieren und die Kommunikation mit Eltern würde intensiviert (Einarsdóttir 2005;Gallagher 2018;Knauf 2020;Parnell und Bartlett 2012).…”

Section: Die Nutzung Von Dokumentations-apps In Kindertagesstättenunclassified

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Dokumentation in Kindertagesstätten

Schönborn

Kuhl

2020

MedienPädagogik

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Im vorliegenden Beitrag wird auf Grundlage einer Online-Befragung von Kita-Leitungen (N = 153) aus Hamburg und Niedersachsen eine Bestandsaufnahme der Bildungs- und Entwicklungsdokumentation in Kindertagesstätten vorgenommen. Dabei konzentriert sich der Beitrag auf die aktuell verwendeten Dokumentationsverfahren und den Einsatz von digitalen Medien und Apps bei der Dokumentation. Es zeigt sich, dass die Bildungs- und Entwicklungsdokumentation im Arbeitsalltag von Erzieherinnen und Erziehern eine bedeutsame Rolle spielt. Kitas dokumentieren mehrheitlich für jedes Kind und verwenden hierfür verschiedene Verfahren mit unterschiedlichen Funktionen. In den meisten Kitas wird die Dokumentation sowohl analog als auch mithilfe verschiedener digitaler Medien durchgeführt. Spezielle Dokumentations-Apps hingegen sind in den Kitas bislang kaum bekannt und werden entsprechend wenig genutzt. Die Ergebnisse werden im Hinblick auf die aktuellen Anforderungen der Dokumentation und die Potenziale des Einsatzes von digitalen Medien und Apps für die Dokumentation in Kitas diskutiert.

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E-portfolios and relational space in the early education environment

Cited by 10 publications

References 32 publications

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

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

How the Learning Story Framework can be Enhanced to Provide Better Assessment Information to Support Planning for Children’s Further Learning: A Critique of the Reliability and Formative Validity of Learning Stories in Aotearoa New Zealand

Dokumentation in Kindertagesstätten

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