focus child

Paper details: Documentation PanelsDocumentation Panels Rinaldi (1998), the pedagogical consultant for the pre-primary schools in Reggio Emilia, wrote: Through documentation, we can preserve the most interesting and advanced moments of teachers’ professional growth (p. 121). Create a documentation panel that captures the learning that took place during your videoed implementation. The documentation panel should focus on one child and at one learning objective. It should also include information about what children learned/gained from the activity, provide evidentiary statements (child dialogue), and at least three pictures. The panel should demonstrate why the activity was important and what children learned by completing the activity. The panel should provide evidence of children’s learning. Length should be one page (two at the most) The easiest format to use is Microsoft PowerPoint. Components of a Documentation Panel Title: Each portfolio will begin with topic statement that is phrased as a question. For example, “How does (child) (TSG Objective)?” Introduction: Set up the learning experience–who, what, when, where. Evidence of Learning: Photos: Focus on capturing the learning moments. Try and avoid the ‘cute’ pictures. Use a photo to demonstrate how engaged the child is with materials and to visually represent the learning moment. The photo would act as a memory for the child when they look back on their work and classroom environment. Dialogue: From children, teachers, peers. This includes child-led conversations and also teacher-initiated conversations. Children’s questions should be noted in the documentation. Teacher Interpretation: Teacher descriptions and understandings of what has happened. Teacher narrative and reflective thinking about what the child is learning/has learned and what you think it means. Assessment: Connection to the objectives for development and learning. Conclusion: A summary of what happened and what was learned. A lead in to the next activity inquiry question, phrased as a question. For example, let’s say a child accomplished TSG 9a–uses an expanding expressive vocabulary. It’s evidenced in your documentation panel, and you’ve captured several instances that demonstrate that the child completed this objective through specific, observable, and measurable behavior(s). In the next activity, what would you want to examine, objective-wise? Perhaps you would look at TSG 9b–“How does (child) speak clearly during play with peers?” Refer to the documentation panaqwel examples as a resource: