When Children Lead Participatory Curriculum Design, Implementation, and Assessment
Chapter 4. Assessment in Early Childhood: Storying Learning
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ASSESSMENT IN EARLY CHILDHOOD: STORYING LEARNING
Storying Learning Over Time
As we have maintained throughout this study, and as I opened this book by saying, early childhood teacher education is about young children’s learning, young children’s learning to learn, and the social and cultural contexts where this learning takes place. It is also about the people and the human aspects that support this learning. For these reasons, an integrated approach to curriculum is paramount. And, finally, an assessment system that documents the complicated process over time with a collaboration of families, children, teachers and researchers is of utmost importance, so that we may continually learn about the learning. Qualitative data featuring the voices of the children and the people important in their worlds give shared meaning to quantitative data being analyzed by policy makers in current international discussions about curriculum, assessment, and quality. My certainty about this stance regarding the importance of collecting documentation over time through collaboration of families, children, and educators is confirmed by research and practice.
We have realized as we have studied the work of New Zealand early care and education researchers and teachers over the past several years that we can borrow and adapt some of the intellectual, academic, collaborative, and ← 75 | 76 → practice-based structures that they have been using and perfecting for the past decades. These professionals have created a responsive (to children and families, culture, and language) and research-based curriculum and an assessment system...
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