CPLD day 9 and forum discussion/interim task.

[Ajames]

Hi All,

Good to see you today. Please upload your interim task (researching the outdoor learning environment) here, along with your thoughts on the discussion theme: How/if you do/could use pedagogical documentation.

I also attach the paper about the response to baseline and a document that compares DM with Birth to 5 Matters for 4/5 year olds.

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[summertynan]

Within my setting we look at the Reggio Emilia approach, however i think that we could look more into the process of how things happen with the children. From the start of planning and taking pictures to the process throughout and then looking at the end result. I think that this will be a good point to make in my staff meeting about the importance of this not only for us as practitioners but also for the children to see their work as it moves through the process.

[summertynan]

my reflection on outdoor learning approaches

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[LaurenClay]

We don’t use a pedagogical document exactly, other than Development matters. However, this will be reviewed in July to suit the setting’s needs. We use a range of theoretical perspectives, again, to suit the needs of the setting and children at the time. We are very much on the wavelength of KEYU and the ITMP concept. We continue to reflect and adapt our practice regularly as the children change.

[Tim Keasley]

Researching for various tasks over the past few months has really opened my eyes as to how pedagogical documentation can be used as a living process with the children, staff and parents, rather than just something that it is used as evidence against a tick list, and filed away.

I focussed on the Reggio approach for the ‘environment as third teacher’ essay and documentation is one of the central pillars of the philosophy. Reggio walls are used almost like a police investigation board – children’s work is put up at their height and referred back to as a springboard for next steps.

I was also really inspired by the Mosaic approach reading we did a few Interim tasks back – the process of getting the children to take photos of things they think are important. In the example we read about, it was a way of listening to children’s voices in the evaluation of provision but this approach can have far reaching applications. Using children’s photos around a setting can be a really good way of involving them in establishing their own rules and inspiring other children how to use resources.

Amanda’s anecdote about rewatching videos is something I’d really like to try. At our setting, videos are taken and uploaded to FAMLY without including the children. It seems like it could be a good opportunity to encourage children’s reflective skills.

[Tim Keasley]

Woodland Programme at Cambridge Steiner School Kindergarten

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[LM1234]

Pedagogical Documentation

Within my setting currently, I take pictures and videos to use within the children’s observations and daily posts. I will often show the pictures back to the children and will ask questions about what they were doing. Within the room, we display the children’s individual learning stories (‘Moments that matter’ books) that are regularly updated each month and include artwork or pictures of things that they have made along with pictures of them doing it. The children enjoy looking through their books together and will talk about the different things that they have made. We also follow an ‘in the moment’ planning approach, extending individual children’s sparks and interests.

After researching more on this topic, I have realised the importance of capturing the whole process and although I do take pictures of the process I rarely show this back to the children and will often just ask questions about the finished product. For example, I may ask the children what they were making when showing pictures of them building in the construction area rather than exploring their learning process. One activity that I have recently done with the children is ‘transient art’ otherwise known as ‘moveable art’. This focuses solely on the children’s processes as opposed to a finished product and allows the children the freedom to change their mind as and when they wish. This has been a good opportunity to really see the children’s processes as they explore different materials.

Although I take lots of pictures and some videos of physical activities (such as yoga), I plan to take more videos of the children when playing together and making things in the different areas of the room. We can then watch this back together and I can ask the child to take the lead in explaining what they have done as well as talking about what they like to do. I am considering using a polaroid camera to take pictures in the moment and then the children can then look through this and discuss and evaluate some of the things they have done.

[LM1234]

Outdoor learning approaches.

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[LaurenClay]

I am so sorry it is so late! I have been putting my heart and soul into the portfolio which is now complete. I have uploaded my outdoor learning approaches. I just briefly explained Forest schools and Danish Udeskole. Both very similar approaches and can definitely be extended throughout school life and beyond. Fabulous 🙂

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[sarahcampbell]

Outdoor learning approaches

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[Ajames]

Really interesting reading, thank you all. Well, I don’t really need an excuse to discuss pedagogical documentation but it looks like it should run through the conversation themes tomorrow, so I’m happy to do that.

Reggio and Mosaic are both excellent examples of this as you have mentioned and potentially incredibly powerful. How can we incorporate this into outdoor learning? How can it be represented/used outdoors? Strategies for child engagement and professional criticality with colleagues?

[sarahsaunders]

Outdoor learning approaches

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[KathrynLlewelyn]

Outdoor Learning Approach

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[katieaustin@e.essexprimaryscitt.co.uk]

Outdoor learning approach reflective log.

Katie

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[linhquanscitt2020]

Outdoor learning approaches – reflective log

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