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

Video evaluation directions

Kia ora,

Below I have uploaded the short video of you taken as you interact with children within your room. For the purpose of teacher reg, can you please watch the video and comment on several areas of your practice that you liked or were pleased about. And then comment if there you were able to observe any practice that you would change next time or would like to work towards improving.

Self reflection through video is a great way to objectively view your own practice as others see you.
You may also like to get a colleague to watch the video and see if their reflections mirror or are different to your own.

thanks

Joann Radford

Dec Observation Video

Readings for your Perusal

Afternoon Sandy,

Below is a link that takes you to a cluster of readings on a web page called:
Teachers Work: growing through critical reflection and action.

Reading in '2011 - Volume Eight: Issue One that may be of interest to you include:

An-other Look at Assessment: Assessment in Learning KERRY EARL AND DAVID GILES
This article seeks to review understandings of educational assessment as revealed in the phrases teachers use (assessment of learning, assessment for learning and assessment as learning). We propose a reconsideration of what teachers might have taken for granted in these phrases and assessment practice. We suggest that along with assessment knowledge and skills, teachers need a way of ‘being in’ assessment ...
http://www.teacherswork.ac.nz/journal/volume8_issue1/earl.pdf


Professional Dialogue as Professional Learning ANNE GREY
This article discusses professional dialogue as an important aspect of professionalism for early childhood teachers. It draws on the experiences of four qualified early childhood teachers of one teaching team in an early childhood centre who engaged in extensive professional dialogue with each other. Dialogue focused on the values that underpinned and were reflected in their teaching practice. These values were discussed in order to explore the commonalities and differences in teaching philosophies amongst the team ...
http://www.teacherswork.ac.nz/journal/volume8_issue1/grey.pdf


Happy reading-
Joann