Windows on Learning : Documenting Young Children's Work

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  • Format: Paperback
  • Copyright: 1997-12-01
  • Publisher: Teachers College Pr

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Now more than ever, there is expanded interest in and deeper appreciation of the documentation of children's work as seen in the growing influence of the Reggio Emilia Approach, authentic assessment, and other alternative ways of judging children's academic achievement. In this first book to actually explain the mechanics of documentation, the authors show how documentation (which includes narratives, photos, drawings, videotapes and captions) allows children, teachers, and parents to learn more from each school project. Renowned educator Lilian G. Katz provides a foreword to the volume. The text is heavily illustrated with many examples of children's work documentations.

Author Biography

Kathy Steinheimer is a teacher of three- and four-year-olds at the Valeska Hinton Early Childhood Education Center.

Table of Contents

Forewordp. ix
Acknowledgmentsp. xi
Introductionp. 1
Using an Authentic Assessment Systemp. 2
Understanding the Project Approachp. 3
Learning About the Reggio Emilia Schoolsp. 5
Introducing Our Schoolsp. 8
Overview of This Bookp. 8
Learning About Documentationp. 11
The Value of Documentationp. 13
Applying What Is Known About Children's Learningp. 13
Why Document?p. 15
The Promise of Documentationp. 23
Windows on Learning: A Framework for Decision Makingp. 25
A Window on a Child's Developmentp. 26
A Window on a Learning Experiencep. 28
A Window for Teacher Self-Reflectionp. 30
The Documentation Web: Providing a Map for Documentationp. 33
History of the Webp. 33
Understanding the Documentation Webp. 35
Using the Web to Increase Variationp. 37
Project Narratives: Telling the Storyp. 39
The Storyp. 39
Collecting Storiesp. 41
Determining Content by the Audiencep. 44
Observations of Child Development: Watching the Child
Checklistsp. 48
Anecdotal Notesp. 51
The Project Approach and Observationp. 55
Individual Portfolios: Capturing Children's Competencep. 57
Understanding the Use of Portfoliosp. 57
Collecting Core Itemsp. 60
Collecting Individualized Itemsp. 65
Other Portfolio Itemsp. 67
Individual and Group Products: Seeing Is Believingp. 72
Written Language Productsp. 72
Verbal Language Productsp. 80
Webs and Listsp. 82
Picturep. 84
Music and Movementp. 92
Constructionsp. 93
Self-Reflections of Children: Thinking About Thinkingp. 100
Reflecting on Their Own Wordsp. 100
Self-Reflections of Dispositionsp. 101
Self-Reflections of a Learning Experiencep. 103
Group and Individual Self-Reflectionsp. 105
Learning How to Documentp. 109
Organization and Presentation of Documentation: Opening the Windowsp. 111
Getting Ready to Documentp. 111
Preparing Children for Documentingp. 115
Doing the Documentingp. 116
Organizing Displays of Documentationp. 119
Setting Aside Time for Reflecting About Documentationp. 127
Implementation: Using Documentation for Decision Makingp. 130
Decision Makingp. 131
The Window on a Child's Developmentp. 132
The Window on a Learning Experiencep. 135
The Window for Teacher Self-Reflectionp. 139
Making Reflection a Priorityp. 142
Documentation as Assessment: Building Credibilityp. 143
Assessmentp. 144
Guidelines for the Assessment Processp. 144
The Problem of Reliabilityp. 146
The Problem of Biasp. 147
Conclusion: Teaching with Integrityp. 149
An Example of Documentation: "Our Mail Project" Memory Bookp. 151
Overview of the Work Sampling Systemp. 191
Referencesp. 195
Indexp. 199
About the Authorsp. 202
Table of Contents provided by Syndetics. All Rights Reserved.

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