Children contributing to their own assessment
Ngā huanga tamariki ki tō rātou aromatawai
Introduction - He kupu whakataki
Te Whāriki affirms the view of Urie Bronfenbrenner (1979) that “Learning and development are facilitated by the participation of the developing person in progressively more complex patterns of reciprocal activity” (page 60) and by gradual “shifts in the balance of power” (page 212) from the teacher to the learner. These shifts reflect children’s increasing ability and inclination to steer their own course, set their own goals, assess their own achievements, and take on some of the responsibility for learning.
Traditionally, the balance of power between teacher and child during assessment has been very one-sided. The teacher writes the assessment, makes an interpretation, and perhaps discusses it with other teachers and the family, but the child has not usually been part of the process. The exemplars in this book show how a number of early childhood settings in Aotearoa New Zealand are now finding ways to include children’s voices in assessment.
Learning stories in PDF format
Unfortunately, because of publishing constraints, we are only able to provide the learning stories to you in PDF format.
You should be able to read PDF documents in your web browser. If you have any problems opening a PDF, a number of downloadable PDF readers are listed on Wikipedia or you can email web services for help.
A summary of the exemplars for Children Contributing to Their Own Assessment follows:
- Dom rebuilds
- "Oh, no! That's not right!"
- Louie going out the door
- "I know, you could write all this down!"
- Brittany and Hayley compare records
- Alexandra corrects the record
- Jak builds a wharenui
- A story about clouds
- Emptying the supervisor's bag
- Your brain is for thinking
- Tayla and "what next?"
- Jack's interest in puzzles
- Ray learns to draw fish
For more information, or to request a hard copy of this exemplar book, please email the ministry.