Assessing learning and well-being: Collaborative action research in five preschools
The article reports on collaborative action research conducted jointly between RannUng (Centre for Research in Early Childhood Education) and five preschools in municipalities in the Reykjavík area. The aim of this action research was to develop methods to assess children’s learning and well-being a...
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Menntavísindasvið Háskóla Íslands
2020
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Online Access: | https://ojs.hi.is/netla/article/view/3130 https://doi.org/10.24270/serritnetla.2020.1 |
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fticelandunivojs:oai:ojs.hi.is:article/3130 2023-05-15T18:07:01+02:00 Assessing learning and well-being: Collaborative action research in five preschools Mat á námi og vellíðan barna: Lærdómur af samstarfsrannsókn í fimm leikskólum Karlsdóttir, Kristín Björnsdóttir, Margrét Sigríður Ólafsdóttir, Sara M. 2020-03-19 application/pdf https://ojs.hi.is/netla/article/view/3130 https://doi.org/10.24270/serritnetla.2020.1 isl ice Menntavísindasvið Háskóla Íslands https://ojs.hi.is/netla/article/view/3130/1854 https://ojs.hi.is/netla/article/view/3130 doi:10.24270/serritnetla.2020.1 ##submission.copyrightStatement## Netla - english edition; 2020: Sérrit 2020 – Mat á námi og vellíðan barna í leikskóla Netla; 2020: Sérrit 2020 – Mat á námi og vellíðan barna í leikskóla 1670-0244 preschool assessing learning and well-being learning stories participation and collaborative action research leikskólastarf mat á námi vellíðan námssögur þátttaka samstarfsrannsóknir info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion 2020 fticelandunivojs https://doi.org/10.24270/serritnetla.2020.1 2022-09-21T13:40:16Z The article reports on collaborative action research conducted jointly between RannUng (Centre for Research in Early Childhood Education) and five preschools in municipalities in the Reykjavík area. The aim of this action research was to develop methods to assess children’s learning and well-being as stated in the National curriculum guide (Mennta- og menningarmálaráðuneytið, 2012) [Ministry of Education, Science and Culture 2011 (2012)]. According to the National curriculum, varied assessment methods should be used in relation to the curricular aims. Children should be participants in the assessment and supported in reflecting on their own learning. Also, preschool teachers are expected to share and reflect on assessment together with parents. Therefore, a collaborative action research project was planned, for the purpose of assisting preschool teachers and assistant teachers in creating methods to capture children’s interest and activities in order to develop assessment practices that would reveal children’s learning and well-being in their play and interaction. Another aim was to share with families insights into children’s lives in the preschools and to use this information to improve preschool practice.During the first steps of the research project, preschool teachers and assistant teachers explored their own perspectives of children and their learning and mapped existing preschool assessment methods. As the participants regarded social skills and children’s well-being as the most important factors in preschools, they came to the conclusion that documentation might help to provide insight into children’s ways of interacting; their ideas, creative powers and well-being. Consequently, the participants acquainted themselves with documentations, starting by practicing documenting Learning Stories developed in New Zealand as an assessment method. According to the action research design the participants in each preschool chose and developed ways of documenting, focusing on how to make documentations and use the ... Article in Journal/Newspaper Reykjavík Reykjavík University of Iceland: Peer Reviewed Journals New Zealand Reykjavík Netla |
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Open Polar |
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University of Iceland: Peer Reviewed Journals |
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fticelandunivojs |
language |
Icelandic |
topic |
preschool assessing learning and well-being learning stories participation and collaborative action research leikskólastarf mat á námi vellíðan námssögur þátttaka samstarfsrannsóknir |
spellingShingle |
preschool assessing learning and well-being learning stories participation and collaborative action research leikskólastarf mat á námi vellíðan námssögur þátttaka samstarfsrannsóknir Karlsdóttir, Kristín Björnsdóttir, Margrét Sigríður Ólafsdóttir, Sara M. Assessing learning and well-being: Collaborative action research in five preschools |
topic_facet |
preschool assessing learning and well-being learning stories participation and collaborative action research leikskólastarf mat á námi vellíðan námssögur þátttaka samstarfsrannsóknir |
description |
The article reports on collaborative action research conducted jointly between RannUng (Centre for Research in Early Childhood Education) and five preschools in municipalities in the Reykjavík area. The aim of this action research was to develop methods to assess children’s learning and well-being as stated in the National curriculum guide (Mennta- og menningarmálaráðuneytið, 2012) [Ministry of Education, Science and Culture 2011 (2012)]. According to the National curriculum, varied assessment methods should be used in relation to the curricular aims. Children should be participants in the assessment and supported in reflecting on their own learning. Also, preschool teachers are expected to share and reflect on assessment together with parents. Therefore, a collaborative action research project was planned, for the purpose of assisting preschool teachers and assistant teachers in creating methods to capture children’s interest and activities in order to develop assessment practices that would reveal children’s learning and well-being in their play and interaction. Another aim was to share with families insights into children’s lives in the preschools and to use this information to improve preschool practice.During the first steps of the research project, preschool teachers and assistant teachers explored their own perspectives of children and their learning and mapped existing preschool assessment methods. As the participants regarded social skills and children’s well-being as the most important factors in preschools, they came to the conclusion that documentation might help to provide insight into children’s ways of interacting; their ideas, creative powers and well-being. Consequently, the participants acquainted themselves with documentations, starting by practicing documenting Learning Stories developed in New Zealand as an assessment method. According to the action research design the participants in each preschool chose and developed ways of documenting, focusing on how to make documentations and use the ... |
format |
Article in Journal/Newspaper |
author |
Karlsdóttir, Kristín Björnsdóttir, Margrét Sigríður Ólafsdóttir, Sara M. |
author_facet |
Karlsdóttir, Kristín Björnsdóttir, Margrét Sigríður Ólafsdóttir, Sara M. |
author_sort |
Karlsdóttir, Kristín |
title |
Assessing learning and well-being: Collaborative action research in five preschools |
title_short |
Assessing learning and well-being: Collaborative action research in five preschools |
title_full |
Assessing learning and well-being: Collaborative action research in five preschools |
title_fullStr |
Assessing learning and well-being: Collaborative action research in five preschools |
title_full_unstemmed |
Assessing learning and well-being: Collaborative action research in five preschools |
title_sort |
assessing learning and well-being: collaborative action research in five preschools |
publisher |
Menntavísindasvið Háskóla Íslands |
publishDate |
2020 |
url |
https://ojs.hi.is/netla/article/view/3130 https://doi.org/10.24270/serritnetla.2020.1 |
geographic |
New Zealand Reykjavík |
geographic_facet |
New Zealand Reykjavík |
genre |
Reykjavík Reykjavík |
genre_facet |
Reykjavík Reykjavík |
op_source |
Netla - english edition; 2020: Sérrit 2020 – Mat á námi og vellíðan barna í leikskóla Netla; 2020: Sérrit 2020 – Mat á námi og vellíðan barna í leikskóla 1670-0244 |
op_relation |
https://ojs.hi.is/netla/article/view/3130/1854 https://ojs.hi.is/netla/article/view/3130 doi:10.24270/serritnetla.2020.1 |
op_rights |
##submission.copyrightStatement## |
op_doi |
https://doi.org/10.24270/serritnetla.2020.1 |
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Netla |
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