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Kim's discussion posts

  • Kim 18 Mar 2013 5:54pm () in Primary Caregiving - what are your thoughts?

    Sometimes when a new child comes for a visit, if the child gravitate towards a particular teacher, get along well with him/her; it makes sense to assign the teacher to the child.  It is also helpful to have a second teacher to support/back up  (in case when the first primary key teacher is away).


  • Kim 18 Mar 2013 5:06pm () in Primary Caregiving - what are your thoughts?

    I often find the the first teacher that the parent passed on to when parent leaves is the one the child tend to attach a bond for the teacher. As a team leader, I assign a teacher to be in charge of a new child's portfolio, name/locker tags and hand over from the parent during the first day as the key/primary care giver.  In this way, the teacher can develop a deep relationship with the child and his/her family.  All the teachers are also involved with looking after the child, e.g. daily routine like toileting, etc. but it's the key teacher that the child look for when he/she needs the extra TLC. By assigning a key teacher for the new child also helps the teacher to assess the child's learning journey in the centre. 

  • Kim 03 Mar 2013 3:09pm () in Narrative Assessment for infants and toddlers - Do learning stories have to be the same?

    Would be good to incoporate Children's voices and whanau's voices too. 

  • Kim 22 Feb 2013 4:20pm () in Narrative Assessment for infants and toddlers - Do learning stories have to be the same?

    I read what informs assesment for infants and toddlers? (PDF file) and note this statement:

    “The focus for Kei Tua o te Pae is on assessment as a powerful force for learning, not on a particular method or format for assessment”. (MoE, 2005a, p2). I'd like to know how centres determine what format to use for learning stories? (Even when I'm on practicum, each centre seems to have their unique way of writing LS.  I wonder how well is their approach for assessment working for teachers, children and their whaanau?

  • Kim 22 Feb 2013 4:03pm () in Narrative Assessment for infants and toddlers - Do learning stories have to be the same?

    One of the centres I used to work for has the "what's next?" requirement as part of the format.  I found teachers struggled to follow up with "What's next?"   One may wonder why adopt this format? Some LS don't make evident and identify the learning and this makes it hard for the teacher then to decide what to do next. My current centre is adopting the "dispositions" format, i.e. in each LS we have to identify what learning dispositions are displayed.  This takes the pressure of extending their learning with "what's next?" I'm thinking about how valid and reliable are the learning stories. 

  • Kim 23 Jul 2012 6:08pm () in Planning Stories

    Yes, we have used Kei Tua o te Pae/Assessment for Learning.  We'd like to make planning more visible, e.g. use of planning stories.  Thanks.

  • Kim 22 Jul 2012 2:08pm () in Planning Stories

    Hi Everyone,

    My centre would like to implement programme planning doucumentation and assessmnet that is useful, relevant and progressive for the learning of all okonga. Recently I googled and came across this term Planning Stories by Ann Hatherly (Early Education, no. 36, Spring 2004).  I would like to know how other centres implement programme planning and what sort of documentation they use. Does anyone got any examples they would like to share?