Developing Learning Stories - parents and children’s participation. Assessing the learning taking place when children play and take part in other activities
is important for preschool teachers, assistant teachers, parents and the children themselves – the purpose being to increase knowledge and understanding of children’s development, their learning and wellbeing. The Icelandic National Curriculum Guide from 2011 explicitly states that assessment should...
| Published in: | Netla |
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| Main Authors: | , , |
| Format: | Article in Journal/Newspaper |
| Language: | Icelandic |
| Published: |
Menntavísindasvið Háskóla Íslands
2020
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| Subjects: | |
| Online Access: | https://ojs.hi.is/netla/article/view/3132 https://doi.org/10.24270/serritnetla.2020.3 |
| Summary: | is important for preschool teachers, assistant teachers, parents and the children themselves – the purpose being to increase knowledge and understanding of children’s development, their learning and wellbeing. The Icelandic National Curriculum Guide from 2011 explicitly states that assessment should be a regular part of preschool practice and diverse methods should be used to evaluate education; children’s learning and well-being. The study discussed here is collaborative action research that took place in one kindergarten in the capital area, being part of a collaborative project of RannUng (Centre for Research in Early Childhood Education) and five preschools in the neighboring municipalities of Reykjavík. The research work title is: Assessment of children’s learning and wellbeing. The overall aim of the study was to support participants in the preschools as they developed methods that aimed to assess children’s learning and wellbeing. The preschool participants discussed in this article, decided to develop and further improve their use of documenting Learning Stories as an assessment method. The participants were from one out of three departments/classes in the preschool, two preschool teachers and two assistant teachers, as well as the preschool manager. The children in the department were 19, two to three year olds.The preschool teachers and assistant teachers collaborated with a teacher and a master’s student from the University, School of Education. The role of the master’s student was to be a contact person between the two teams, in the preschool and the university. The student also supported the preschool group as they developed new assessment methods. Furthermore, the master’s student played a main role in generating the data. In the beginning and the end of a school year data was generated through interviews with the participants in one preschool department and the preschool manager. Other data generation included notes from meetings, notes in a research journal, observations, photographs and ... |
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