Exploring children's learning stories as an assessment method for research and practice

Abstract

The purpose of this study was to apply and explore, in the context of an Icelandic preschool, the methods developed by the New Zealand Te Whaariki curriculum to assess children's well-being and learning dispositions. This article describes the process of piloting learning stories as a research method, where researchers and preschool teachers cooperate in generating data. Data were generated by means of interviews, observations and documentation, following a research process in which learning stories were documented, reflected upon and analysed by the researchers and teachers, where possible in cooperation with the four-to five-yearold children. The learning stories were constructed and analysed using the five domains of learning dispositions identified in the Te Whaariki curriculum. The study asks how a collaborative approach to assessing children's well-being and learning dispositions could be used in preschools both for professional learning and for research purposes. The findings show children as skilful communicators who are capable of finding solutions and reacting to various situations arising from the social context of the preschool. The study demonstrates that documenting children's learning stories enables researchers to focus on children's strengths and capabilities, and adds to preschool teachers' knowledge of individual children and groups. IntroductionThis article describes a pilot study that aimed to develop methods of data generation and analysis as a preparation for further studies. The purpose was to develop an assessment method that would enable both researchers and practitioners to identify young children's learning processes, well-being and learning dispositions within the sociocultural context of an Icelandic preschool. The preschool operates according to the Icelandic National Curriculum, but has an additional emphasis on promoting children's social and emotional competence. Children's learning stories were documented and reflected upon over a three-month period by a research team consisting of two researchers and two preschool teachers, and in collaboration with the children.The research questions for this pilot project were:

Quantitative analysis of spontaneous sociality in children’s group behavior during nursery activity

“…Such factors other than age might influence children’s group behavior. Meanwhile, it is predicted that, during childhood, playing becomes sociable and may reflect the cognition of anticipating others’ behaviors in complex situations, according to the findings of previous studies related to social interactions of children [ 22 , 47 ] and the development of estimating the internal states of others [ 9 , 10 ]. Following the findings of these previous studies, it is difficult to conclude that our results were based only on the length of living together in the nursery or the familiarity through the time spent.…”

“…We predicted age as a factor from which the three characteristics of the children’s group behavior would clearly emerge according to both the results of video annotations and the findings of previous studies related to sociality [ 9 , 10 , 22 , 47 ]. We expected that such behaviors of six-year-old children might be more social than those of five-year-old children because of the cognitive development of anticipating others’ behaviors in more complex situations.…”

“…Behaviors in response to others or following social norms emerge with increase of age [ 46 ]. In addition, more social communication during activities at preschool unfolds at six years old [ 22 , 47 ]. Furthermore, estimating the internal states of others in more complex situations develops in stages by around six years of age [ 9 , 10 ].…”

Reframing assessment: Reconceptualising relationships and acknowledging emotional labour

“…Learning stories have since become taken-for-granted assessment formats in many services in New Zealand (Carr et al, 2016; Zhang, 2016), including for the teachers in the study, and have also been taken up internationally (e.g. Karlsdóttir and Garðarsdóttir, 2010; Williamson et al, 2006). A reliance on narrative documentation has, however, attracted critique (e.g.…”

Early childhood assessment in Aotearoa New Zealand: Critical perspectives and fresh openings

“…They offer opportunities within Aotearoa New Zealand early years practices to respond to political and social concerns with the assessment of children's learning within their local context. Learning stories as a method and practice of assessment have been well documented and outlined, most prominently in the Kei tua o te pae books of theories and exemplars, as well as from wider national (Mitchell, 2008) and international perspectives (Carr & Claxton, 2002;Alasuutari, Markström & Vallberg-Roth, 2014;Karlsdóttir & Garðarsdóttir, 2010). Carr and Lee (2012) stress the power of teacher research and inquiry in understanding "knowing and learning that goes beyond the local, informing the everyday practice in other places" (p. xii), reinforcing the power of assessment practices to both strengthen and constrain children's learning.…”