This is also another example of learning activities, programmes and assessment l was also part of the planning in our room (Toddler) and examples of learning stories I wrote under the planning. I also did a photo story for our centers blog to inform the parents of the current learning programme we were doing with the children.

Parents are comfortable and secure in the knowledge that their child is receiving excellent care that is consistent with their family needs, beliefs and values. Every parent wants the best for their children.

We have always received good feedback from the parents and I am happy to be part ot the team and for contributing greatly to the learning and development of the children who will be always be under our care.

I have been part of the learning activities, programmes and assessment in our room (Toddler).These are examples of learning stories I wrote for the planned activities I did with the children. In planning learning activities with the team, I had to assess which projects or learning experiences might be most valuable and meaningful within their specific context. I had to use the teaching technique of scaffolding. The teaching techniques I used to support scaffolding include questioning, prompting, praising, modelling and pointing out things to children.

Maintaining accurate records is important in any organisation as it provides data which is used as feedback to the community within and outside of the organisation. It is also useful for the management of the organisation when making decisions and reviewing procedures.Records of medication and nappy chart form a basis of communicating care which should or have been given to children. Portifolios serve to communicate the children's progress and work to the whole community. Without proper record keeping some issues may fall under the radar and some opportunities to improve on service delivery may be missed. Records are also useful to understand the daily occurances and how a programme is run, they are also used to build a shared understanding of what is valued and valuable for a group (community ). It is through maintaining accurate records in our room as a team that we have been able to communicate with each other and also with the parents using different documentation, portifolios, nappy chart, accident reports.

The current programme planning for the toddlers is on "Dramatic Play". When my head teacher went on leave we had just started the planning cycle for dramatic play (notice). As a teacher I had to find a way to build a strategic approach to the teaching techniques I could use to teach the bear hunt story. As an early childhood teacher who has a vision of the child as an active learner I decided to use the constructivist learning theory to best suit this educational vision "dramatic play". Drawing on this theory as a teacher I wanted to develop an overall approach to teaching young children in which there was a balance between teacher-directed and child-directed learning. So the teaching techniques I thought would best suit this was the specialist teaching techniques of scaffolding, and co-constructing and the general strategies of open-ended questioning, demonstration and suggestion. To use these techniques I also had to create opportunities for teacher-child interaction. There was also need for the environment to allow the children to actively explore and hence construct their own knowledge.

The learning stories show how I was able to evaluate the children's learning in a flexible way that include documenting, listening and open-ended questioning.

(TECHNIQUES for teaching YOUNG CHILDREN Choices in Theory and Practice, Glenda MacNaughton & Gillian Williams 2004 pg 360).

Cultural pedagogies

Kia Sandy,

After reading your previous reflection on Te Reo and the pride you take on your own language, I have found several readings that may be interesting to read.
-The first is on Parents differign cultural experiences and expectationsof ECE services.
http://www.educate.ece.govt.nz/~/media/Educate/Files/Reference%20Downloads/oldECE/differentpedagogies1.pdf

- The second talks about how we can provide cultural competant care for these children and their families.
http://www.educate.ece.govt.nz/~/media/Educate/Files/Reference%20Downloads/oldECE/consideringculture1.pdf

- While the third talks about how we acan provide an environment that is welcoming, supportive and inclusive for our multi cultural families and children.
-http://www.educate.ece.govt.nz/~/media/Educate/Files/Reference%20Downloads/oldECE/consideringculture1.pdf


Happy reading.

Joann