20201976 – Huong Thai
EC723: Planning, Assessment and Self-Review in ECE
THE ROLE OF OBSERVATION,
PLANNING, AND ASSESSMENT IN
EARLY CHILDHOOD EDUCATION
Huong Thai
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20201976 – Huong Thai
EC723: Planning, Assessment and Self-Review in ECE
Table of Content
Introduction …………………………………………………………………. 3
Section 1: The role of observation, planning and assessment in early
childhood education ………………………………………………………... 3
1.1
Observation …………………………………………………………. 3
1.2
Assessment …………………………………………………………. 4
1.3
Planning ……………………………………………………………… 5
Section 2: The possible impacts of a sociocultural framework on
observation, planning and assessment processes ……………………... 6
2.1
What is social framework? ...………………………………………. 6
2.2
How does sociocultural framework influence observation, planning
and assessment? …….....………………………………………………….. 7
Section 3: The influence of educational philosophies and perspectives
on observation, planning and assessment ………………………………. 8
3.1
Montessori ………………......………………………………………. 8
3.2
Steiner ………………......…………………………………………... 9
Conclusion …………………………………………………………………. 10
Reference List ……………………………………………………………... 12
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EC723: Planning, Assessment and Self-Review in ECE
Introduction
In the first six years of life, humans have a very special type of mind
that is called “the absorbent mind” by Dr. Maria Montessori which
means the child’s mind constantly and effortlessly takes in everything in
the environment around him (Montessori, 1952). Through that process,
the child is learning and growing every second mostly internally.
Therefore, it is crucial for early childhood educators to honour and hone
their skills of observation, planning and assessment in order to be able
to support the development of the child’s learning. In addition, the
report will look at the possible impacts of a sociocultural framework and
the various educational philosophies and perspectives on the
processes of observation, planning and assessment.
Section 1: The role of observation, planning and assessment in
early childhood education
1.1
Observation
Te Whāriki (Ministry of Education [MoE], 2017) believes observation is
one of the vital tools for teachers to be aware of and understand each
child’s developmental abilities, needs, and personality traits. Based on
that understanding, kaiako have a strong starting point to do planning
and ensure all the children are given the most suitable support. In
addition, according to Education Review Office [ERO] (2016),
observation helps teachers to be able to notice the child’s emerging
interests and based on that, can aid and expand their continuing
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EC723: Planning, Assessment and Self-Review in ECE
learning. Furthermore, McLachlan (2018) suggested that we can use
the learning outcomes and criteria as part of observation to determine
whether children are having any progress. It also assists teachers to
find relevant evidence of the children’s learning.
For the youngest babies, sensitive and peaceful observation is
tremendously helpful for kaiako to translate precisely their “body
language, cues and gestures” and have profound insight into each
individual child (Christie, 2011, p.19). Christie (2011) also believed that
when the infants’ cues and gestures are carefully observed, understood
and acknowledged, it indicates that they are being valued and
appreciated and they have the capability to make decisions regarding
their care and education. Careful observation is also promoted by Te
Whāriki (MoE, 2017), especially in infant and babies care so that the
teachers can show their love and respect as well as be able to engage
with them meaningfully.
1.2
Assessment
Assessment is a process including collecting information about children,
contemplating what this information indicates and then employing it for
planning (Arthur, Beecher, Death, Dockett, & Farmer, 2018). According
to Te Whāriki (MoE, 2017), teachers use the tool of assessment to
learn about what the children know and are capable of, what appeals to
them,
how
they
are
developing,
what
further
learning
are
recommended, and where more assistance are needed. It is therefore
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EC723: Planning, Assessment and Self-Review in ECE
very useful for curriculum planning and for keeping the children,
families, and other educators informed about children’s learning and
progress.
When done properly, the fair and meaningful assessment will ensure
every child has the best opportunities to learn and thrive in their
environment,
considering
their
age
and
cultural
experiences
(McLachlan, 2018). Additionally, it can lead to successful transitions at
each phase of the child’s learning pathway, as stated by ERO (2016).
Te Whāriki (MoE, 2017) stated that assessment can be done informally
and formally. Informal assessment happens in the moment of the child’s
learning and can lead to adjustments in the teaching and environment,
while formal assessment is documented in written forms, photographs,
audio or video clips and children’s sample works. Over time, the
teachers collect data, analyse and track the child’s progress and do the
planning accordingly.
1.3
Planning
Following up with observation and assessment, Te Whāriki (MoE, 2017)
encourages kaiako to make plans on offering experiences, resources,
events as well as investigations in the longer term in order to develop
children’s interests. Planning is the stage where educators thoughtfully
decide the “priorities for learning” for the children (MoE, 2017, p.65),
based on their knowledge of pedagogy and the children. It should cover
all five strands of the curriculum and focus on the strengths and
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interests of each individual more thoroughly, according to Te Whāriki
(MoE, 2017).
Featherstone (2018, as cited in McLachlan, 2018) shared more details
on planning, including long-term, mid-term and short-term. Long-term
planning is normally for a year and applied to the whole group of
children, related to procedures, methods, topics and resources for
studying. Mid-term planning can be used as reflection every six to eight
weeks to see if the planning and the children’s progress are still on
track. Lastly, short-term planning requires daily observations, notes,
photos and children’s work samples in everyday activities. However, no
matter how well we do the planning, Brierley reminds us about
“planning to be in the moment” as well (2013, p.3) which means we
should have an authentic enthusiasm for what the child is naturally
interested in at that moment and avoid “removing the learning moment
from the control of the child” (Hill, 2001, as cited in Brierley, 2013, p.3).
The author clarifies further that in some situations, we do not even need
to say anything, our facial and body language and expression might be
just what is needed.
Section 2: The possible impacts of a sociocultural framework on
observation, planning and assessment processes
2.1
What is sociocultural framework?
Te Whāriki stated that “learning […] occurs in relationships with people,
places and things, mediated by participation in valued social and
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cultural activities” (MoE, 2017, p.61). It is necessary for the teachers to
have a solid knowledge of child development in relation to their society
and culture.
Chaffey (2018) advocated that we need to be not only aware that each
child comes to our care with a different foundation of knowledge built by
their own sociocultural experiences but also honour what he or she has
already learnt in the background of their own family and community. It is
to demonstrate the ERO’s commitment to “improving equity and
excellence for all learners” (2016, p.14).
2.2
How does sociocultural framework influence observation,
planning and assessment?
Being aware of the sociocultural differences, the teachers must observe
the child without their own biases and assumption as well as put in
perspective the sociocultural and historical world of the child, mentioned
by Hadley (2012) based on the sharing of the founder of
phenomenology Husserl. Te Whāriki underlines the learning partnership
between teachers, children, and families and guides the teacher to
create a curriculum that sums up the “experiences, activities, and
events, whether direct or indirect, which occur within an environment
designed to foster children’s learning and development” (ERO, 2016,
p.7).
In this sociocultural view of learning, we look at the children as “active
and contributing agents in their social contexts and learning and […]
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their assessment” (McLachlan, 2018, p.50). McLachlan (2018) believes
that when teachers recognize what children can do, what interests
them, where they need more support, and include children and their
whānau, they will be able to do planning more efficiently. According to
McNaughton (2002, as cited in Chaffey, 2018), it is obvious that the
curriculum can have critical theoretical influences however the teachers
need to comprehend the historical, cultural and social nature of the
child and apply suitably it in their planning to make it responsive to the
needs of all the children.
Section 3: The influence of educational philosophies and
perspectives on observation, planning and assessment
3.1
Montessori philosophy
One of the most essential teaching tools for Montessori teachers is
observation (Issacs, 2012). Objective and scientific observation skills
aid the kaiako to gain an understanding of the children and their
learning without judgement. The teachers must be able to make careful
observations to support a child by coming to or removing themselves
from the child, and by speaking or remaining silent according to his
needs, as suggested by Montessori (1972). Issacs (2012) quoted Dr.
Maria Montessori (2007) that in order to have a genuine observation,
the children need to have no restriction to assert their true selves and
disclose their natural traits and needs spontaneously.
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Based on the profound understanding of the child development and
each individual child in their care, Montessori teachers do the
assessment and planning to ‘follow the child’ using a wide range of
resources and specifically designed learning materials, covering five
main areas: practical life, sensorial, language, mathematics and culture.
Issacs (2012) shared one of the tools used in Montessori environments
is the Individual Learning Plan. It is a list of activities that are available
in the classroom in all five Montessori learning areas mentioned above.
Based on this list, teachers can know where the child is at and what
might come next following their unique developmental needs and
interests. This author also mentioned that standardized tests are not
helpful for children’s learning and development regardless of their age.
Instead, Montessori focused on how to support the self-construction of
the children, starting with concentration, self-discipline and social
awareness from a young age.
3.2
Steiner
Similar to Montessori philosophy, Steiner teachers are also trained to
carefully observe the children. “First we observe, next we search for the
words to create a clear picture of what we have perceived, then our
behaviour with child can become a reflection of our perceptions” (Nicol
& Taplin, 2012, p.112). The authors also share that from unbiased
observation together with the understanding of child development
coming from anthroposophy, the teachers are able to know where each
child is at in their development.
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Regarding assessment and planning, Steiner also did not believe in
standardized tests or textbooks (Zhao, 2017). Ullrich (1994, as cited in
Zhao, 2017, p.6) stated that the planning is constructed in accordance
with the children’s “genetic and organic development” rather than the
common social standard. Free play is promoted in this philosophy and
the adults will not interfere with the children’s play unnecessarily
because they are involved in their ‘meaningful activities’ while still
keeping an eye on the surroundings and offering help when needed,
according to Nicol & Taplin (2012). These authors also noted that play
is not planned by the teachers or hindered by the educational
objectives. Actually, Steiner teachers are trained to regard themselves
as companions to the development of the children (Zhao, 2017).
Moreover, they, together with the parents, act as the bridge to the world
for the children in their care (Nicol & Taplin, 2012). Therefore, the
teachers do their everyday tasks in a way that is worth imitating and
need to be attentive that they are modelling for the children to follow all
the time.
Conclusion
Observation, assessment and planning undeniably play a vital role in
supporting the development of children in early childhood education.
This fact is not changed when considering the other factors such as
sociocultural framework or different educational philosophies such as
Montessori and Steiner. In fact, those components add more profound
meaning to the functions of the processes of observing, assessing and
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planning for the child’s learning. With that in mind, teachers need to
maintain proper observation, assessment and planning in their
practices to best support the children.
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Reference List
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S.
(2018). Programming and planning in early childhood
settings (7th ed., pp. 276-329). South Melbourne, Australia:
Thomson.
Brierley, A. (2013). Passionately interested in planning. (Still).
Retrieved
from
http://www.elp.co.nz/files/brierley_alison_passionately_interested
_in_planning_still-2.pdf
Chaffey, R. (2018). Applying an ethical lens to the concept of the child
at the heart of the curriculum: Reflecting on the sociocultural
constructs and social justice considerations. He Kupu, 5 (3), 5765.
Christie, T. (2011). Respect: A practitioner’s guide to calm & nurturing
infant care & education (pp. 11 -27). Wellington, New Zealand:
Childspace Early Childhood Institute.
Education Review Office. (2016). Early years curriculum: What’s
important
and
what
works.
Retrieved
from http://www.ero.govt.nz/publications/early-learningcurriculum
Hadley, F. (2012). Early childhood staff and families’ perceptions:
Diverse views about important experiences for children aged 3-5
years in early childhood settings. Contemporary Issues in Early
Childhood, 13(1), 38-48.
Issacs, B. (2012). Understanding the Montessori approach (pp.46-65).
London, UK: Taylor & Francis.
McLachlan, C. (2018). Te Whāriki revisited: How approaches to
assessment can make valued learning visible. He Kupu, 5 (3),
45-56.
Ministry of Education. (2017). Te Whāriki: He whāriki mātauranga mō
ngā mokopuna o Aotearoa / Early childhood curriculum.
Wellington, New Zealand: Author.
Montessori, M. (1952). The Absorbent Mind. Amsterdam, the
Netherlands: Montessori-Pierson.
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Montessori, M. (1972). The Discovery of the Child. New York, the USA:
Ballantine Books.
Nicol, J., & Taplin, J. (2012). Understanding the Steiner Waldorf
approach. New York, USA: Routledge.
Zhao, Y. (2017). Autonomous development in early childhood. He
Kupu, 5 (3), 4-10.
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