Observation, planning and assessment processes play in children’s learning; educational philosophies and perspectives

Report. (1800 words)

Critically discuss the role that observation, planning and assessment processes play in children’s learning
Explain how sociocultural framework might influence these processes
Critically reflect on how various educational philosophies and perspectives might influence the processes of observation, planning and assessment
Develop an understanding of observation, planning and assessment processes towards quality sociocultural framework to support meaningful learning for infants, toddlers and young children

Reflect on a range of educational philosophies and perspectives that underpin different curriculum approaches and models

Required Readings use only this readings

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2018). Programming and planning in early childhood settings (7th ed., pp. 276-329). South Melbourne, Australia: Thomson.

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Biermeier, M.A. (2015). Inspired by Reggio Emilia: Emergent curriculum in relationship-driven learning environments. Young Children, 70(5), 72-79.

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Brierley, A. (2013). Passionately interested in planning. (Still).
Retrieved from http://www.elp.co.nz/files/brierley_alison_passionately_interested_in_planning_still-2.pdf
Download

Christie, T. (2011). Respect: A practitioner’s guide to calm & nurturing infant care & education (pp. 11 -27). Wellington, New Zealand: Childspace Early Childhood Institute.

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Dolby, R. (2017). The circle of security: Roadmap to building supportive relationships (pp. 4, 9-14). Deakin West, Australia: Early childhood Australia Inc.

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Education Review Office. (2016). Early years curriculum: What’s important and what works.
Retrieved from http://www.ero.govt.nz/publications/early-learning-curriculum
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Gonzalez-Mena, J. (2013). What works? Assessing infant and toddler play environments. Young Children, 68(4), 22-25.

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Hadley, F. (2012). Early childhood staff and families’ perceptions: Diverse views about important experiences for children aged 3-5 years in early childhood settings. Contemporary Issues in Early Childhood, 13(1), 38-48.

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Isaacs, B. (2012). Understanding the Montessori approach (pp.46-65). London, UK: Taylor & Francis.

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Krasch, D., & Carter, D. (2009). Monitoring classroom behaviour in early childhood: Using group observation data to make decisions. Early Childhood Education Journal, 36, 475-482.

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Lee, W., Carr, M., Soutar, B., & Mitchell, L. (2013). Weaving: documentation, assessment and planning. In P. Brunton & L. Thornton (Eds.) Understanding the Te Whāriki approach: Early years education in practice (pp. 106-133). London, UK: Routledge.

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McMullen M.B. (2017). Continuity of care with infants and toddlers. Exchange (Jan/Feb), 46-50.

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Ministry of Education. (2011). Tataiako: Cultural competencies for teachers of Māori learners.
Retrieved from https://teachingcouncil.nz/sites/default/files/Tataiako_FINAL_web_mar16.pdf
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Nicol, J. (2007). Bringing the Steiner Waldorf approach to your early years practice (pp. 5-16).
Retrieved from http://www.ebscohost.com
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Penman, R. (2014). E-portfolios: Connecting with parents, whānau and teachers in kindergarten communities. Early Education, 56, 10-13.

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Rokx, R. (Ed.). (2016). Te Reo Māori: He taonga mō ā tātou mokopuna (pp.110-115). Auckland, New Zealand: New Zealand Tertiary College.

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Skerrett, M. (2018). Te Kōhanga Reo: Early childhood education and the politics of language and cultural maintenance in Aotearoa, New Zealand. A personal –political story. In L. Miller, C. Cameron, C. Dalli, & N.Barbour (Eds.), The Sage handbook of early childhood policy (pp. 433-451). [EBSCO eBooks version].
Retrieved from http://www.ebscohost.com
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