Educators play a vital role in helping children meet their developmental milestones and observation, planning and assessment play a vital role in achieving that. A sociocultural framework for learning and education can help further this agenda in early childhood education (McLachlan et al. 2018). Diverse philosophies and practices also influence observation, planning and assessment in early childhood education. In this report, the role of observation, planning and assessment in children’s learning has been discussed. Additionally, it also explains how A Sociocultural Framework might influence these processes. Finally, it reflect on how various philosophies and perspectives might influence the processes of observation, planning and assessment.
Critically discuss the role that observation, planning and assessment processes play in children’s learning
Observation is an essential aspect of early childhood learning and education. Early childhood education cannot be provided with set rules and activities to every child (Bakken,Brown and Downing 2017). It is rather decided and modified according to the needs of each child which can only be done if the teacher is able to observe the child in play and understand their needs, strengths and weaknesses. Observation is one of the simplest methods of understanding children and see how they interact and learn with each other (Slot 2018). The educators take note about the behaviour, learning, reaction to new things and situations and interactions with others. This information is used by the educators to create activities for the specific child to promote their skills growth. Thus, observation refers to tracking the behaviour of children over a period of time, document it and understand the patterns that emerge from it, plan age-appropriate activities, gain insight about the way a child sees the world and modify the environment of play for the child which will ensure their growth and development, document the successes and reflect and assess them for future practice (Holloway and Brass 2018).
Planning is a tool used by educators to determine the correct way of imparting education to the children. Planning requires knowledge gathering from observation and creating activities and aligning them with the curriculum. The Te Wh?riki is the national curriculum for early childhood education in New Zealand which includes principles of empowerment, holistic development, family and community, relationships woven with strands of learning wellbeing, belonging, contribution, communication and exploration (Press et al. 2018). Along with these, there are goals and learning outcomes woven within the curriculum that address these principles and strands. Educators use observation in the play-based learning to design methods and processes through which children will be able to learn better and ensure their growth and development. Planning influences children’s learning as unplanned and uninformed activities may create barriers for the learners or prevent them from actualizing their potential (Pacini-Ketchabaw,Kind and Kocher 2016). Encounters with materials in early childhood education. Routledge.
. Through planning, educators are able to understand the specific methods that can be useful for the individual child.
Assessment processes are integral to any learning environment. Assessment processes help educators evaluate the success of their planning and activities (Arndt et al. 2018). Assessment is a form of evaluation that is employed to understand the growth, development and learning of the children as well as the level of success of the processes employed for learning. Assessment helps in understanding the present levels of knowledge and skills and help the educators design curriculum that will suit the needs of the learners. The Te Wh?riki framework for early childhood education provides the basis for assessment through the learning outcomes. Teachers can evaluate the learning outcomes in each child to determine whether the teaching and planning processes, the activities and methods have been successful in imparting the necessary level of education in each grade (Chan 2019).
Explain how a sociocultural framework might influence these processes
Sociocultural theory considers learning as a social process and practice (Margrain 2017). The sociocultural framework focuses on development of relationships in classroom between the teacher and the students as well as among the students themselves. This framework believes that children learn best when they are freely exchanging ideas and knowledge with each other and are given the right assistance in overcoming difficulties and barriers (Betts et al. 2018). The sociocultural theory was first proposed by Vygotsky where he claims that learning occurs through social interactions between individuals and peers and teachers are the major part of this social interaction in the classroom. Students use observation, listening and communication skills to learn within a classroom. The sociocultural framework influence observation, planning and assessment processes in the early childhood education (Cooper 2017).
Observation on the part of the educators as well as the students are essential for their learning. Sociocultural framework of learning gives importance on the observation of the children in early childhood education. This framework believes that children observe their peers and their activities and learn from them (McLachlan 2018). They interact with them in the classroom and share knowledge with each other. The observation of the educators in this regard is also essential. Educators must document the interactions children have with each other and how their interactions are impacting the learning of the children (Essa and Burnham 2019). The Te Wh?riki framework reflects the idea of sociocultural learning where the idea of empowerment and holistic development is given importance. The stand of belonging and family and community provides the cultural aspect of the framework. The culture of a child plays a vital role in their understanding of the world, their behaviour, interactions and interpretations (Alcock and Ritchie 2018). Through sociocultural framework, teachers can employ activities and methods that would promote learning and development of the children through social interactions within the classroom.
Sociocultural framework of learning also influences planning and assessment process. The sociocultural model provides the teachers with the ability to design curriculum based on social learning, promote interactions and collaborative play in the classroom and provide the necessary assistance when they face a barrier (Blaiklock 2018). The collaborations in the classroom among peers and with the teacher helps the students overcome learning blocks and achieve the age-appropriate milestones. They can share their understanding with their peers and learn from them through communication and exchange (Jacobs et al. 2021). It also helps in the assessment process. Rather than evaluating traditional educational outcomes, students are assessed on the basis of their learning from social interactions, their collaborative work and contribution towards working with others. Sociocultural learning framework also contributes in defining more holistic outlook and learning outcomes for the students which are reflected in the Te Wh?riki framework for early childhood education in New Zealand. Thus, sociocultural framework for learning is essential in early childhood education (Delaune 2019).
Critically reflect on how various philosophies and perspectives might influence the processes of observation, planning and assessment
Various philosophies and perspectives might influence the processes of observation, planning and assessments as well. Two such curriculum approaches are Te k?hanga Reo and Reggio Amelia Approach (Ritchie 2020). Te k?hanga Reo is a movement which promotes complete immersion in the M?ori language and values aimed to pass down the culture to the future generations. M?ori is the indigenous culture of New Zealand and this philosophy and this particular approach to curriculum aims at the revitalization of the Maori culture through reo Maori and requires the participation of the whole family or Whanau. It focuses on building the capabilities of social, cultural, economic, political and spiritual matters among the children. The policy of this curriculum perspective is based on a holistic approach of education, health and wellbeing and centres on the collective development, accountability, growth and wellbeing of the Maori culture as a whole (Skerrett and Ritchie 2021). The implication of this curriculum perspective is seen clearly in the Te Wh?riki framework of childhood education in New Zealand. Through this framework, the educators can instil the Maori culture and language and prmote holistic growth and development through education.
Another curriculum approach that influences observation, planning and assessment is Reggio Amelia Approach (Harrington 2020). This approach focuses on pre-school and primary education. This approach to is relationship driven thus, having a sociocultural component towards it. The Reggio Amelia Approach is student centred and focuses on a constructivist curriculum that helps develop the skills and knowledge of the students (Ritchie 2020). The students have the opportunity to learn by self-direction and experiences. The basic principles of this philosophy is respect, responsibility and community through learning, discovery and play. The basic assumption of this theory is that children develop their identity and personality during the early years of their life and they have numerous languages to express their ideas. The Reggio Amelia Approach aims at teaching children using these languages and symbols such as painting, drama and sculpting in their every day life. In this philosophy, the teacher plays the role of co-learner and collaborator rather than an instructor(Higginson 2019). This role provides the teachers with the opportunity to observe children during their interactions, plan necessary activities and evaluate them using learning outcomes in a play-based environment.
Conclusion
From the above discussion, it can be concluded that observation, planning and assessment are essential aspects of early childhood education. Educators play a vital role in using these methods and processes in alignment with the national curriculum Te Whariki and educational philosophies such as Te k?hanga Reo and Reggio Amelia approach (Gordon and Browne 2016). These approaches focus on learning in a free environment, social interactions and collaboration in order to reach a holistic style of learning. Through these approaches, students develop their own agency and skills for their future. These approaches also help in the conservation and promotion of Maori culture and pass them down through generations.
Self-review is an essential tool for educators in evaluating and improving learning and teaching, collaboration, management and governance practices (Ward 2016). Through self-review educators can analyse their past performance and document them, use them for future growth and create opportunity for their role as educators. In early childhood education, self-review helps the educators to reflect on their past and existing practices and identify areas of strengths and weaknesses (Higginson 2019). Using this, they can identify the areas for taking actions to improve on in order to ensure their professional growth and development. Self-review can help the teachers learn not only about their teaching practices and their impact but also their role as teachers and how effectively they are playing that role in an early childhood education environment.
Self-review also promotes collaboration in early childhood education and helps in better management and governance practices, through self-evaluation, educators can understand their role in the management of the institution and their contribution towards the governance of the school (Giardiello, Leydon and Hargreaves 2019). Collaboration with other educators as well as the family is an essential requirement for early childhood educators and through self-review, they can understand their achievements in that regard. Through self-review, teachers refine, modify and change their instructions and processes to suit the needs of the students and enable them to learn better (Skerrett and Ritchie 2019). All these steps contribute towards quality early childhood education. Self-review provides the opportunity to analyse the various areas of an institution to determine their adherence to quality and responsibility as expected by standards of teaching and care environment. It applies to all stakeholders and improvement in this aspect contributes to development of the whole system.
Self-review has been of great use to me in my preparation towards becoming an early childhood educator (McLachlan 2018). I have learnt to conduct a skills audit and analyse the strengths and weaknesses that can have probable impact on the outcome for children. Through self-review I have been able to learn that working in collaboration with families and communities is one of my strengths. My empathetic nature and ability to communicate openly has contributed to the development of this capability (Kaye 2017). Self-review also includes the family and children in the process. Their opinion and review provide the teachers with better understanding of their role as collaborators. Their review also gives them more idea about the future plan and actions that they can employ in order to improve their capability and situation.
References
Alcock, S. and Ritchie, J., 2018. Early childhood education in the outdoors in Aotearoa New Zealand. Journal of Outdoor and Environmental Education, 21(1), pp.77-88.
Arndt, S., Urban, M., Murray, C., Smith, K., Swadener, B. and Ellegaard, T., 2018. Contesting early childhood professional identities: A cross-national discussion. Contemporary Issues in Early Childhood, 19(2), pp.97-116.
Bakken, L., Brown, N. and Downing, B., 2017. Early childhood education: The long-term benefits. Journal of research in Childhood Education, 31(2), pp.255-269.
Betts, R., Mackey, G., Rarere-Briggs, B. and Summers, T., 2018. Citizenship education in the early childhood Te Wh?riki curriculum: The roots of participation. New Zealand Political Studies Association, Our civic future—Civics, citizenship and political literacy in Aotearoa New Zealand: A public discussion paper, pp.8-9.
Blaiklock, K. (2018). Te Wh?riki: The New Zealand early childhood curriculum. In International handbook of early childhood education (pp. 1075-1093). Springer, Dordrecht.
Chan, A., 2019. Te Wh?riki: An early childhood curriculum in a superdiverse New Zealand. New Zealand Journal of Educational Studies, 54(2), pp.245-259.
Cooper, K., 2017. Rainbow families: How can Te Whariki 2017 make a difference?. Early Education, 62, pp.15-18.
Delaune, A., 2019. Moral philosophy, Te Wh?riki and gender. Educational Philosophy and Theory, 51(7), pp.721-730.
Essa, E.L. and Burnham, M.M., 2019. Introduction to early childhood education. Sage Publications.
Giardiello, P., Leydon, G. and Hargreaves, A., 2019. Te Wh?riki. In Empowering Early Childhood Educators (pp. 155-174). Routledge.
Gordon, A.M. and Browne, K.W., 2016. Beginnings & beyond: Foundations in early childhood education. Cengage learning.
Harrington, C., 2020. Gunn, AC, & Nuttall, J.(Eds): Weaving Te Wh?riki, Aotearoa New Zealand’s Early Childhood Curriculum in Theory and Practice.
Higginson, R., 2019. Walking the talk: Leadership in New Zealand early childhood settings. Early Education, 65, pp.11-15.
Holloway, J. and Brass, J., 2018. Making accountable teachers: The terrors and pleasures of performativity. Journal of Education Policy, 33(3), pp.361-382.
Holloway, J. and Brass, J., 2018. Making accountable teachers: The terrors and pleasures of performativity. Journal of Education Policy, 33(3), pp.361-382.
Jacobs, M.M., Harvey, N. and White, A., 2021. Parents and wh?nau as experts in their worlds: valuing family pedagogies in early childhood. K?tuitui: New Zealand Journal of Social Sciences Online, 16(2), pp.265-282.
Kaye, N., 2017. Updating Te Whariki: From the Minister of education. Early Education, 62, pp.6-7.
Margrain, V., 2017. And the gifted child?: A textual analysis of Te Whariki. Early Education, 62, pp.19-26.
McLachlan, C., 2018. Te Whariki revisited: How approaches to assessment can make valued learning visible. https://researchcommons.waikato.ac.nz/bitstream/handle/10289/11854/He%20Kupu%202018%20McLachlan.pdf?sequence=4&isAllowed=y
McLachlan, C., Fleer, M. and Edwards, S., 2018. Early childhood curriculum: Planning, assessment and implementation. Cambridge University Press.
Pacini-Ketchabaw, V., Kind, S. and Kocher, L.L., 2016. Encounters with materials in early childhood education. Routledge.
Press, F., Woodrow, C., Logan, H. and Mitchell, L., 2018. Can we belong in a neo-liberal world? Neo-liberalism in early childhood education and care policy in Australia and New Zealand. Contemporary Issues in Early Childhood, 19(4), pp.328-339.
Ritchie, J., 2020. A Brief Historical Overview of Curriculum in Early Childhood Care and Education. Handbook of Historical Studies in Education: Debates, Tensions, and Directions, pp.517-534.
Ritchie, J., 2020. Ko tenei te wa…. Te Tiriti o Waitangi education, teacher education, and early childhood care and education. Journal of Educational Leadership, Policy and Practice, 35, pp.2-12.
Skerrett, M. and Ritchie, J., 2019. Te wai a Rona. The well-spring that never dries up–Wh?nau pedagogies and curriculum.
Skerrett, M. and Ritchie, J., 2021. Te Rangatiratanga o te Reo: sovereignty in Indigenous languages in early childhood education in Aotearoa. K?tuitui: New Zealand Journal of Social Sciences Online, 16(2), pp.250-264.
Slot, P., 2018. Structural characteristics and process quality in early childhood education and care: A literature review.
Ward, S., 2016. Te Whariki: early childhood curriculum from Samoan teachers’ perspective.
Essay Writing Service Features
Our Experience
No matter how complex your assignment is, we can find the right professional for your specific task. Contact Essay is an essay writing company that hires only the smartest minds to help you with your projects. Our expertise allows us to provide students with high-quality academic writing, editing & proofreading services.
Free Features
Free revision policy
$10Free bibliography & reference
$8Free title page
$8Free formatting
$8How Our Essay Writing Service Works
First, you will need to complete an order form. It's not difficult but, in case there is anything you find not to be clear, you may always call us so that we can guide you through it. On the order form, you will need to include some basic information concerning your order: subject, topic, number of pages, etc. We also encourage our clients to upload any relevant information or sources that will help.
Complete the order form
Once we have all the information and instructions that we need, we select the most suitable writer for your assignment. While everything seems to be clear, the writer, who has complete knowledge of the subject, may need clarification from you. It is at that point that you would receive a call or email from us.
Writer’s assignment
As soon as the writer has finished, it will be delivered both to the website and to your email address so that you will not miss it. If your deadline is close at hand, we will place a call to you to make sure that you receive the paper on time.
Completing the order and download