Transcript Portfolio guide line

Portfolio guideline
Contents
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What is a portfolio
What goes in a portfolio
Early Years Learning Framework (EYLF)
How to write a portfolio entry
Why develop a portfolio
Example one: Learning Story (Portfolio
entry)
What is a program
EYLF, Learning outcome ideas 1+2
EYLF, Learning outcome ideas 3+4
EYLF, Learning outcome ideas 5
Example one: Program
Blank program
What is an observation
What is the purpose of an observation
What do I include in an observation
(Portfolio entry)
Developmental milestones
Craft ideas
What is a portfolio?
From an early age children can develop self-assessment skills,
gradually taking more responsibility for the quality of their own
work. A portfolio is a useful way to promote these skills and it
will help you gain a holistic understanding of the child’s being.
A portfolio is as a collection of organised,
purposeful information and items by and about
individuals that provide insights and an overview of
learning and development over time.
For children and families, portfolios can offer the
chance to become part of a collaborative process
where all contributions are welcomed and added to the
understanding of children learning in family and
community contexts.
What goes into a portfolio?
Portfolios can include observations, photographic records, learning stories, conversations, reflections,
artefacts, descriptions, questions and analysis.
Linkage to the Early Years Learning Framework:
At some point within the interpretation, summary and development of experiences, activities and
environments for the program, there should be some visible link to the Early Years Learning Framework.
Linking the portfolio to the Early Years Learning Framework ensures that:
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We are implementing a program which is compliant within the standards, legislation and requirements
which govern the profession;
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We are focused and aware of children‘s learning and how it connects with their development;
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children are provided with opportunities to maximise their potential and develop a foundation for
future learning successes;
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children are experiencing opportunities of quality teaching and learning; and
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The early learning professionals are recognising and upholding the rights of the child.
When writing the linkage to the portfolio entry, you should be writing it at the bottom of the page. Here is
an example of how to write the linkage.
EYLF – LO: 1.1 Children feel safe and secure.
PLEASE NOTE: A portfolio entry is written each week and links to your weekly program.
Early Years Learning Framework
(EYLF)
EYLF is a national curriculum phased in over the past two yeas and is becoming compulsory at the beginning
of 2011 for all children in Long Day Care (child care), Family Day Care and Kindergarten/Preschools. The
EYLF is based on three principals of Being, Belonging and Becoming, these are outlined below:
BEING
Childhood is a time to be, to seek and make meaning of the world. Being recognises the significance of the
here and now in children’s lives. It is about the present and them knowing themselves, building and
maintaining relationships with others, engaging with life’s joys and complexities, and meeting challenges in
everyday life. The early childhood years are not solely preparation for the future but also about the
present. (EXPLORING, CREATING, KNOWING YOURSELF)
BELONGING
Experiencing belonging – knowing where and with whom you belong – is integral to human existence.
Children belong first to a family, a cultural group, a neighbourhood and a wider community. Belonging
acknowledges children’s interdependence with others and the basis of relationships in defining identities.
In early childhood, and throughout life, relationships are crucial to a sense of belonging. Belonging is
central to being and becoming in that it shapes who children are and who they can become.
(RELATIONSHIPS, SECURITY, RESPECTING DIVERSITY – BEING UNDERSTOOD)
BECOMING
Children’s identities, knowledge, understandings, capacities, skills and relationships change during
childhood. They are shaped by many different events and circumstances. Becoming reflects this process of
rapid and significant change that occurs in the early years as young children learn and grow. It emphasizes
learning to participate fully and actively in society. (INDEPENDENCE, SELF-SUFFICIENCY,
CONFIDENCE IN DOING THINGS, BUILDING ON PRIOR LEARNING)
How to write a portfolio entry
Below is a step by step guideline of how to write a portfolio entry:
1)
You should be including your weekly program into the portfolio. This is
used to identify the links to the child’s weekly objectives;
2)
On the following page, you should write a title and date the entry (all
portfolio entries MUST be dated). Once this is complete, you will then add
the portfolio entry. This is where you will write the beginning and middle of
the entry.
3)
Once you have recorded your entry, you now need to write an reflection.
The reflection illustrates what the child has learnt from the set experience
and if they have achieved their weekly objective set for them. This
experience is also outlined in the weekly program.
4)
A follow-up objective is the last part of the portfolio entry. This objective
is what you would like the child to achieve for the following week, it is also
outline in the following weekly program.
5)
At the very bottom of the portfolio entry you will need to add a learning
outcome outlined in the EYLF book. Please refer to page 4 on how to write
the linkage.
6)
On the following page, you can then add the child’s photo/work sample.
Photos can be added into the portfolio entry to illustrate the process.
Why develop a portfolio?
Below is a list of reasons why portfolios are developed. They are utilised to:
• document an individual’s journey of learning and development over time;
• reflect on continually evolving practices and understandings;
• provoke reflections concerning efforts and achievements;
• plan for improvement and other learning and development possibilities;
• portray and foster reflections on the utilisation of different learning styles;
• demonstrate tools of engagement in the fusion of process and product in
the learning and development journey;
• foster a sense of belonging and wellbeing; and
• involve multiple voices in learning and development pathways.
Example of a Learning Story
It was interesting watching Amber today as she discovered what
her reflection can do in a mirror. She watched her reflection
moving in the exact same manner as her body and appeared to be quite
interested by this concept as she was observed participating in this
area of play for several minutes.
She moved a block that was in her hand closer to the mirror and
experimented with sound by hitting it against its surface — an action
she later repeated with her own hands upon deciding to no longer play
with the block. She even thought to put her tongue onto the mirror to
see if her reflection could do the same — and it did!
Several moments were spent experimenting with different movements
all while watching herself in the mirror. At one point, she even had a
short conversation with her own reflection and laughed and squealed,
along with her reflective self, whilst participating in this activity of self
discovery and self concept.
Follow-up objective: For Amber to express her emotions whilst looking in the mirror OR For
Amber to utilize a crayon to draw on the mirror
EYLF – LO: 1.1 children feel safe, secure and supported
PLEASE NOTE: This learning story would be accompanied several photos
What is a program
The purpose of a program is to assist you in developing a journal in regards
to the child’s learning. A program should be the tool we use to reflect
upon children‘s learning and development in order to see how far they
have come, as well as how they are currently developing.
A program provides the children with the following:
• Opportunities to plan and/or modify their environment;
• A range of creative experiences, play areas and materials, including
natural and recycled materials, to encourage children to explore and
make choices;
• Makes opportunities for active free play and independent play;
• Opportunities for children to practice developing skills;
• Extends on children‘s experiences and develops children‘s self-help skills;
and
• Fosters all aspects of children‘s development in a holistic way and
support smooth transitions.
EYLF, Learning Outcome ideas
Learning Outcome 1
Learning Outcome 2
3-12months:
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Looking in the mirror
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Holding own bottle
1year:
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Dress-ups
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Dolls
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Books
2years:
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Dress-ups
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Role playing
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Home corner
3years:
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Cooking activities
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Dress-ups
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Role playing
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Home corner
4years:
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Using different languages
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Cooking activities
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Dress-ups
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Role playing
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Home corner
3-12months:
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Sensory garden
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Rattlers
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Shakers
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Meal times
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Multicultural music
1year:
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Photos
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Sensory garden
2years:
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Vegetable garden
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Sensory garden
3years:
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Home corner
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Drawing table
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Quiet mat
4years:
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Home corner
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Drawing table
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Quiet mat
EYLF, Learning Outcome ideas
Learning Outcome 3
Learning Outcome 4
3-12months:
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Outdoor play
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Pulling to a standing position
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Tummy time
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Crawling
1year:
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Meal times
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Self-help skills
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Toileting
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Gross motor
2years:
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Dancing
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Self-help skills
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Gross motor
3years:
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Stretching
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Movement
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Healthy eating
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Dressing self
4years:
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Stretching
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Movement
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Healthy eating
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Dressing self
3-12months:
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Sharing
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Turn taking
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Drawing
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Painting
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Collage
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Play-dough
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Matching
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Messy play
1year:
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Drawing
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Painting
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Collage
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Puzzles
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Duplo
2years:
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Dolls
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Books
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Drawing
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Painting
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Puzzles
3years:
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Dolls
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Books
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Drawing
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Painting
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Trainset
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Home corner
4yaesr:
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Dolls
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Books
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Drawing
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Painting
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Collage
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Puzzles
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Trainset
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Duplo
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Home corner
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Quiet mat
EYLF, Learning Outcome ideas
Learning Outcome 5
3-12months:
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Mimicking sounds
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Starting prompting words
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Listening to repetitive songs/books
1year:
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Flash cards
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Listening to repetitive books/songs
2years:
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Empowerment
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Flash cards
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Sharing
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Turn taking
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Listening to repetitive books and songs
3years:
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Computer based activities
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Making and creating
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Science experiments
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Magnetic play
4years:
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Readers
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First stories
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Dot to dots
What is a observation
An observation is part of your portfolio entry, it no only entails looking and
watching a child, it also includes:
• Listening;
• Questioning;
• Reflecting; and
• Documenting.
We do this to identify and support the child’s strengths, needs, interests and
development.
What is the purpose of an
observation
Below is the various reasons why we observe children and write observations on
them:, these include:
• Gathering information on a child’s emerging skills;
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assessing and monitoring a child’s play references, social interactions,
communication and language, thinking styles, physical abilities and emotional
status;
• Analyzing behavior to identify triggers, or consequences which are
maintaining behavior; and
• Investigating child’s behavior and expressed emotions in order to identify an
additional need
Please note: It is important to write what you can SEE and HEAR, they must be
objective. You cannot know what a child is thinking or feeling so you should
only record the child’s physical and verbal responses based on what you see
and hear.
What do I include in an
observation?
When writing an observation, remember it tells a story, therefore it should have:
• A beginning (set the scene for the child – where they are and what they are
doing);
• A middle (this is what the child is doing, saying, acting, behaving etc); and
• An end (an overall evaluation of what the child achieved).
You should be detailing the general learning of the child which is occurring.
You should include the following:
• The child’s name; and
• Date.
Written observations are legal documents that can be used in a court of law as
evidence. It is vital that written observations are factual (objective) rather than
based on assumptions of what the observer feels or thinks they are seeing
(subjective).