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A Socio-Cultural Approach to Monitoring and Assessing Young Children’s Learning Lynn Whiteside Carmel Maloney Lennie B PowerPoint Presentation
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A Socio-Cultural Approach to Monitoring and Assessing Young Children’s Learning Lynn Whiteside Carmel Maloney Lennie Barblett. West Australian Context. Kindergarten & Pre-primary are the non-compulsory provision before school and are attached to the compulsory schooling sector

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A Socio-Cultural Approach to Monitoring and Assessing Young Children’s LearningLynn WhitesideCarmel MaloneyLennie Barblett

west australian context
West Australian Context
  • Kindergarten & Pre-primary are the non-compulsory provision before school and are attached to the compulsory schooling sector
  • Issues of pushdown curriculum, mismatch between mandated Curriculum Framework (K-year10) and young children’s learning
background
Background

Shift towards dynamic assessment means:

  • Learning occurs during activity through guided participation
  • Linking assessment with instruction rather than after the fact
  • Focus on process rather than product
  • Critical role of language as a communication tool
  • Participants are seen as active parties within the social activity (Rogoff 1990)
  • The relationship between participants (teacher as knowledgeable other, children as co-constructors)

Research evidence-

  • Effective Provision of Pre-School Education (EPPE), UK
  • Research into Effective Pedagogy in the Early Years (REPEY), UK
  • Best Evidence Synthesis, NZ
  • Marilyn Fleer, Jeffrey Walkley, Australia
department of education and training det the monitoring and assessment tool
Department of Education and Training (DET)The Monitoring and Assessment Tool
  • Early childhood advisory committee
  • Tool that would compliment effective early childhood teaching and learning
  • Uses existing DET resources
  • Emphasises interaction and modelled, shared & independent framework
  • Information shared with parent/caregivers and colleagues
the categories
The Categories

Each category has a number of key indicators:

  • Social Emotional
  • Physical
  • Literacy
  • Numeracy
  • Knowledge and Understanding of the World
  • Creativity
tiara s learning journey teachers rhonda cutri leanne moss ashdale primary school pp 5yrs
Tiara’s Learning JourneyTeachers: Rhonda Cutri & Leanne MossAshdale Primary School PP (5yrs)

Modelled

Shared

Independent

teacher intent
Teacher intent

The friendship letter writing experience focused on the following literacy indicators from the profile:

  • Engages in simple printed texts
  • Demonstrates an understanding of texts read to him or her
  • Names some letters of the alphabet
  • Initiates writing or drawing to communicate an idea
  • Engages in role play writing, which may include some letters, numerals or a combination of both
  • Draws meaning from images in visual texts
conclusion
Conclusion
  • Small pilot study- larger study taking place
  • Developing assessment through a different lens- assessment as a dynamic and situated activity
  • Compliments effective early childhood teaching and learning
  • This K/PP assessment connects teachers:
    • with a shared language,
    • a basis for planning, reporting and conversations about children,
    • school systems of accountability