Thoughts On Portfolios/Journals

Just some random thoughts I've been having of late ...

Groups: Big or Small? Small of course!!!

I actually have two other posts that I have been wanting to publish - they are still works in progress ... but this idea about groups just needed to be written! Certainly to justify my choices - based on research as well as the Standards and Regulations and the EYLF. So here we have it ... My stance on large groups. Ready? It's 4 pages long in MS Word!

I’ll be upfront here about my bias. I don’t like whole groups for children. This is my personal belief around large groups. 

So. I’m tired of people talking about doing whole group experiences, especially with babies and toddlers. It is by no means appropriate. Please don’t justify it!  Just because a child is going to be in the preschool room next year doesn’t mean you need to prepare them when they are two! Just because a child is going to school next year, doesn’t mean you should start preparing them 12 months in advance!

“But the parents ask us to! They expect it.”

“The centre down the road offers it. We need to compete.”

“Their parents want to know what we are doing for ‘school readiness’”

“They want us to give their children homework!”

“They have to learn to be in a group at school!”

“Teachers from schools have told us they have to know!”

People. It is your job to stand up and advocate for what is right. What is right is developmentally appropriate and respectful for children. It doesn’t mean that this will look the same for all children – because all children are different! Services will be in different communities and have different social contexts. But it’s not natural for children to be grouped in large numbers at young ages. Think about our family units. Think about how many children we give birth to and have in our family units. Think about native communities. Think about your own childhood. We played in small groups in our community as children. I did attend preschool, and I only remember one circle time. I was singing. I mainly remember playing with my friends. Three of them. No more. No less. Three. Plus me.

Now this brings us to Dr. Louise Porter. Who? Well, she wrote: Young children’s behaviour: Practical approaches for caregivers and teachers(2008). In her book she talks about groupings of children. She points out that large groups or circle time, is a largely teacher-directed mandatory experience which does not support children in making choices. She also points out the obvious, that while some children may enjoy such events, there will be others who do not. These children often disrupt the event or might sit quietly in sufferance.

Looking at the rights of the child in the context of fairness and equity, how is a mandatory group time fair and equitable? There is NO WAY you are meeting the interests and the developmental level of all the children. If one child is left feeling disinterested or uninvolved or intimidated, how is it fair to that child? It isn’t. How is it fair to:

·         The children who aren’t interested in the topic being delivered?

·         The children who don’t have English as a primary language?

·         The children who are not at a high level of concentration?

·         The children who are full of energy and just want to be running or actively making something?

·         The children with developmental complexities who are NOT able to, either appreciate nor participate?

·         The children who are very introverted and would rather be sitting with two of their peers and their teacher, not sitting in a large group feeling uncomfortable and lost?

·         The educator who really wanted to read the story to a few of the chidlren?

·         The educator who has been told she “has” to do whole groups even though it goes against her personal philosophy?

It’s not fair. It’s not equitable. It’s not realistic. You can achieve the same goal with small groups.

Dr. Louise Porter says that children naturally group with others based on a rough formula: their age plus one. So for example I played with Troy, Kim, Joshua plus myself when I was three. That is my age plus one more (me!).  She also mentions the time frame for small groupings. The general formula is 3 times their age. So a 2 year old, MAY be able to engage for 6 minutes, where a four year old MAY be able to engage for 12 minutes. There is no hard and fast rule. Each child is a unique individual and should be treated accordingly.

So what do we do to offer children group times? Well, Dr. Porter suggests you approach a couple of children and offer them an opportunity to hear a story.  You tell them that story. As the story progresses, others will join based upon their choice to do so. If they aren’t interested, they have the right to leave. You are showing that you think children are capable and competent and able to make their own choices. You are respecting their sense of agency. So, if you repeat this a few times a day, every day of the week, you are giving children the opportunity to hear a “group” story ... It might be 2 children, it might be 5, it might be more. For those children who love stories, they can hear them over and over again. For those that aren’t so in love with them, they can hear less, and have the choice. If you want to see how effective this strategy is, keep a record for a week or two of who attends which groups, and see if everyone is included. If not, then approach those children who you know are missing out on the opportunity, and offer them a story or small group experience that will really inspire them to participate (Porter, 2008 p 148). Dr. Porter also talks about not preparing children for the future  – pointing out that most children will mature into school routines naturally.

 I can hear some of you saying “But what if they don’t mature into school?” Well, that might just be that individual child. There is no proof that if you had done large groups, that the child who takes longer to mature into school would have been more able to settle into the new learning environment. And, to be quite blunt it’s not your job to support children to settle into their first year of school. That is their new teacher’s job. It’s your job to support the transition. Not the actual settling into the new environment.

The EYLF talks about children having a strong sense of identity. Yup, you guessed it. That is Learning Outcome 1. Children will learn to interact in relation to others with care, empathy and respect show interest in other children and being part of a group. It goes on to say that educators will support this by  organising learning environments in ways that promote small group interactions and play experiences (DEEWR, 2009 p. 24).

The EYLF also talks about children being connected with and contributing to their world (Learning Outcome 2). It goes on to say that children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation: cooperate with others and negotiate roles and relationships in play episodes and group experiences (DEEWR, 2009 p. 26). 

And now we move on to Learning Outcome 4: Children are confident and involved learners. This is where children are encouraged to resource their own learning by connecting with people and place, technologies and processed materials. Educators are encouraged to think carefully about how children are grouped for play and to consider the possibility for peer scaffolding (DEEWR, 2009 p. 37). How this can happen in large groups?

I also question that not all children are going to experience the same activity in the same way, nor gain the same learning from a small experience much less a large or whole group one. You are not going to be able to give the children equal attention. Nor are you going to be able to articulate what they got from it. If a child doesn’t speak, or if a child repeats what another child says, they aren’t really sharing with you their ‘distance travelled’ ... they may be in the same place as they were before. Or they may have gone backwards a step or two. How often have you left a meeting or a class or a training session and thought to yourself: “Huh?” ... I’ve left meetings feeling particularly stupid. It wasn’t until following some serious reflection and discussion with peers, that I realised I wasn’t the stupid one! I’m an adult. How the hell are children going to feel?! Are you setting them up for failure and feeling small and insignificant! Please don’t do this!

Ok, let’s step over there to Learning Outcome 5. Children are of course, effective communicators. Children will interact both verbally and non-verbally with others for a range of purposes, contributing their ideas and experiences in play, in large and small group experiences (DEEWR, 2009 p. 40). I don’t read whole group. A large group of 3-5 year olds could be 10/11; of 2 year olds it could be 8; and of 0-2s it could be 4. Think of the ratios as a guideline.

Having said that, I have done large groups, and I didn’t like them. The freely-chosen large whole groups I did were free-form dancing discos – but not everyone had to participate! And they were loud and chaotic and silly and often due to long times stuck inside due to weather!

Now, let’s consider the National Quality Standards. The NQS talks about groups of children. It talks about minimising risks of injury and minimising conflicts between children. It discusses grouping children in ways that supports their learning and development. The guide to the standard also says that Assessors will observe your service’s approach to grouping children (DEEWR, 2012 p 86). I don’t see whole-group.

The NQS goes on to say that indoor learning environments provide children with opportunities to make choices and negotiate activities that can be quiet, active, routine, small and whole-group experiences. “These spaces:

·         support children’s emerging interests and allow them to demonstrate their innate creativity and curiosity

·         reflect children’s different cultures, interests, abilities and learning styles

·         recognise children as active learners and decision makers.

 (DEEWR, 2012 p 86)

Again, I question how we can do this confidently in large, whole-groups. How can you cater for everyone’s curiosity, creativity, interests, abilities, learning styles, decisions, etc all in the one experience?!?!? And define whole-group anyway! It might mean that all children have an opportunity to participate in an event, but not necessarily at the same time in the same way!

The Education and Care Services National Regulations talks about relationships in groups:

“PART 4.5 156 Relationships in groups

(1)   The approved provider of an education and care service must take reasonable steps to ensure that the service provides children being educated and cared for by the service with opportunities to interact and develop respectful and positive relationships with each other and with staff members of, and volunteers at, the service. (DEEWR, 2012 p 163)

(2)   For the purposes of subregulation (1), the approved provider must have regard to the size and the composition of the groups in which children are being educated and cared for by the service.” (DEEWR, 2012 p 164)

While it doesn’t specify group sizes, it does specify we need to have regard for it. Why are you doing what you are doing? What are the reasons for your groupings!? Can you have quality relationships with 20 children as opposed to 4 or 5?

Also, in  Element 1.2.3 “Critical reflection on children's learning and development, both as individuals and in groups, is regularly used to implement the program” (DEEWR, 2012 p. 327).  It doesn’t mean you have to work with children in whole groups. It just means you need to consider them as part of a group as well as an individual.

And last, but not least, “Element 1.1.3 The program, including routines, is organised in ways that maximise opportunities for each child’s learning. minimising the times during which children are expected to do the same thing at the same time” (DEEWR, 2012 p 30). And that my friends is pretty self-explanatory.

Well, I think that I have sufficiently stated my position on large group times. And crap. I’ve just realised I’ve spent my Sunday writing a four page essay for “fun” ... purely to make a point. And not for uni!

Thank you for reading!

T.ink.

© Teacher’s Ink. 2013 All Rights Reserved.

Howard Gardner's Theory of Multiple Intelligence ... Here's my Results!

I did a test! These are my results! And I'm not surprised at all :)

So, what would your results be?! Will you be surprised? Does your test also indicate where your skills lie in your workplace?

In my personal life as well as my work:  I love writing (if you havent noticed!) and photography, telling stories, being creative, gardening and growing veggies, animals, insects, nature and the like ...

http://www.jaconline.com.au/sosealive/home/mitest.swf 

I Need to Embrace My Inner Ninja ...

And be wise and controlled and strong. When I'm really dumbfounded. Annoyed. Disappointed. Bit pissed off. And just over the shitty crappy horrible dreadful day that was today. That's where I'm at. If anyone wants me, I'm hiding under the covers.

(C) Teacher's Ink.

More Postings on Observations

***  I am ranting right by your side! I can’t even remember exactly what I learned all those years ago at TAFE, nor can I remember what I even really learned at Uni and it wasn’t really that long ago, although time is certainly getting away from me. My rants are generally directed at the system and not the individual. I merely ask that the individuals ask WHY? WHAT? And WHERE? Three big questions.

I am currently working in a management role, and the amount of “he said, she said” is unbelievable. Even going back a year ago to when I was working for another mob, they were being told by someone higher up who heard it from somewhere else that they had to link all their observations to theory. So they held a training, and then the educators used the learning story which had the little box to write in the theorist’s names. They all said Vygotsky. Seriously, what purpose did that serve? Nothing really. The obs were still generic and poorly written anyway, adding Vygotsky on them in a box did not make them any more relevent to the child who’s name was written in pencil in the corner. Instructing a child in something isn’t even scaffolding. It was superficial.

I look back at my work from 2010 when we started working with the EYLF – very basic. I look back over 2011 and early 2012, and you can see improvements and growth. I continue to grow, each and every week, if not day by day. And that came with practice and reflection. I know that everyone will be different levels and understandings. You mentioned study, and I’m not even convinced that educational facilities are doing the best in supporting people in working with the EYLF and the NQS. AND consider that many people delivering the learning from the educational institutions haven’t necessarily worked directly with the EYLF as educators. Now I’m not saying they won’t understand, nor am I saying that they won’t be good tertiary educators or creator of ECE curriculum, but they will have a different perspective.

Program and planning is directed by the NQS as well as the EYLF – or whichever framework people are using depending upon their location and service. It’s become an incredibly complicated thing! And because of the way that the government chose to implement it – complicated beyond words.
My understanding is that the framework was written then distributed to services on a trial basis. These services then created some sample observations using the draft EYLF. The EYLF was published, then the educators guide, then the EYLF in practice book. They themselves may not even have had a specific idea of what it would look like in practice! I could be wrong. Seriously, I don’t know this from the inside, but I’m telling you what I witnessed as an educator on the outside.  And that is what it looked like. Even the change in the what is written in the NQS PLP newsletters is interesting. And I'm sure all the authors who write for the PLP will tell you that they have also grown and changed.

That's a large part of the NQS - growth through reflection. Not standing still and remaining the same.

I like that the framework is open ended because I like being creative and inventive. BUT in saying that, I think it leaves so many people lost. And I completely agree that they have the right to panic! Especially with the ratios they are working with!!!! I’d be panicking too! Believe me I would. That is why I’m saying that learning stories are NOT required as the only form of observation. And it’s also why I’m upset generally that there are so many companies popping up saying that they will solve everyone’s problems for them! And am frustrated by the “gossip” ... people panicking and changing things left right and centre. We don’t have to put everything (learning outcomes, principles, practices, being, belonging, becoming, theory, room reflections, group reflections, child reflections, personal reflections, philosophy, group goals, individual goals, NQS/QA reference numbers etc) into the observations of children’s individual learning. I just don’t want people pressured into the unnecessary – and this includes workload. Look at the image at the top of this page! Chaos!
 

If you have to do work at home, there is something wrong with the expectations of work and the system. And yes, I know a great many do this. I used to. A lot. The system is flawed. Or the perception of the system! Chicken or egg?  I think we need to be realistic about what we can do. I also question the focus on learning stories and portfolios vs the curriculum program. Which do we spend more time on?

And I question how much of this do we do to ourselves? Do we set an unrealistic expectation upon ourselves? Do we not stand up to our managers and owners etc and say that we can do this this and this in our work time, but we are not able to do that? So what should we be doing? What should it look like for our service as opposed to another's service? They don't all have to be the same!

Even when looking at a learning story or observation or whatever you call it holistically, and if you do two a month, or maybe one a month as I know some services are doing ... I don’t think you are going to get an adequate image and assessment of a child over the course of the year. I’ve spent more time thinking and writing about this than I can tell you here. Do more photos and jottings and write with outcome terminology eg (LO5) and stress less over the learning stories. Still do them, but be selective. All the while, reflect in your professional journals!

I’m simply suggesting the people look at QA1 for themselves and really read the EYLF. I know many who haven’t, or read it so long ago. My understanding of both those documents has changed and deepened over the last 12 months I can’t even articulate it!

Ok. I've said enough.

© Teacher's Ink. 2013

Some Postings on Observations



A question on facebook was asked on another page about observations with children aged 0-2 ... The question was around whether we were required to do group observations for these children. I of course weighed in. As I do.

My responses were as follows:

"We are all so obsessed over observations. Its not your fault, its just the current climate! ... There is no requirement that you have to do group obs. You just need to show the child in a social context that is appropriate to them. Sitting side by side in parallel play with a peer is appropriate. If you are able to show that you know the child as an individual and that you know where they are in terms of their development and growth in relation to the outcomes and being belonging and becoming, then you're doing a good job. They dont have to be learning stories. You can do jottings, photos, notes, photo stories, just observations any which way you want with a story - but it doesnt have to be done as a "learning story" ... If you can look at their observations and see a true picture of them as a person, albeit a little person, then you're doing the right thing!"

Other comments were made which I wont post here, which inspired this further response:

"A traditional learning story follows a specific format and comes from NZ where they follow Te WhaIcantspellitandnotlookingitupi ... Over here in Oz people are just slapping the title "learning story" on observations ... there is simply a shift in the semantics and the focus - they are simply still observations with a new fancy name. I have always done observations as a story and I have always looked at all the development visible within the story. I just didnt do it as holistically as I do now.

As for what we have to do and what we should do, there is just so much gossip flying about. People are panicking and simply trying to do everything and almost anything they are told which results in panic and fear and being overwhelmed. Yes, I was queen of group obs .. but a group ob can be two children or three or five or 10. BUT the more children you have, the more the individual focus gets diluted and lost. And the point is seeing what the child thinks, knows, can do etc. How you get an accurate picture of this when there are up to 23 other individuals included is beyond me.

I picked up portoflios from a service I was doing relief teaching at ... and they were all group obs of 24 children. There were no individuals and mostly groups of 5-10 and of course the 24 ... I couldnt tell the twins apart. I couldnt even tell the twins apart from the other children in the group.

I suggest everyone really read the NQS QA1 and look at what it says. I also suggest that you look at the Myths and Realities available on the PLP website. The full version not the newsletter one. Its alot more in depth.

If you want to reflect on routines or principles or practices, then I suggest people do that in their reflective books - either personal professional journals or daily reflections or whatever you call it ... If I were a parent, I'd want to read about my child not routines or the educators professional development.

Stepping down from my soap box now!"

I need to gather my thoughts and put together a proper article! with collected thoughts. But you get the idea.

Well. I'm going to toddle off now.

Random Thoughts On A Hump Day Night

I had a few moments today ... I'm not even sure that I can put them into words ... I might just do random thoughts... I want to keep this fully anonymous and brief ... I'd like to get to bed before 11pm for once AND I can hear the dog taunting me with his snoring ... Even the TIQCO is curled up on a pillow ... tick tock tick tock the clock from the kitchen reminding me its time to get me to bed!

Today, about myself I learned:
I have vision and ideas and I am challenged, positively, by my work.
I feel like I'm teetering on the edge ... that its all just going to fall into place very soon and I can't wait! Because once that happens I can share it with you!
I am actually guiding my team in a positive and new direction.
I'm proud.
I am also having further impact upon others and I wish I could share my insights, but I fear they're too close to home or rather work!
I don't like being anonymouse! Anon E. Mouse! I don't do it because I don't stand by my thoughts and words.
I do it to keep my personal thoughts PERSONAL and separate to WORK ... because its a small small world out there in EYLFECELAND and I don't want, or can't have it blurred right now ... Later, I probably won't care so much!
I don't like it when others take credit for my ideas and work ... I paid for this education baby, I did the work and the study and the hard yards and everything that comes out of my brain, mouth, fingertips is the product of my braincells (that I grew myself) and education and experience and life choices. MINE. NOT YOURS.
I am easily annoyed today.
I am hormonal.
I am super aware of people's body language and expression and psychoanylising the stuffing out of them today.
I'm not a psychologist.
I'm common sensical.
But once you start seeing things about people, then its hard not to see them any more!
Damn my insightfulness!
I'm tired.
I'm going to bed.
I have 5 minutes to wee, brush my teeth, take the dog to the toilet and crawl into my unmade bed.
I didnt do the dishes.
Someone, remind me tomorrow, I need to do the dishes!
Ok.
Over. And. Out. Brussel. Sprouts.

(C) Teacher's Ink. 2013

PS I did do the dishes!