ECE as an Educative and Multifaceted Practice for Growth: To Assess and Evaluate Teaching and Learning by Documenting Children's Actions and Re-Actions

Autor/inn/en	Klaar, Susanne; Wank, Ann-Charlott
Titel	ECE as an Educative and Multifaceted Practice for Growth: To Assess and Evaluate Teaching and Learning by Documenting Children's Actions and Re-Actions
Quelle	In: European Early Childhood Education Research Journal, 30 (2022) 4, S.557-571 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Klaar, Susanne) ORCID (Wank, Ann-Charlott)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2022.2070649
Schlagwörter	Foreign Countries; Preschool Teachers; Preschool Education; Documentation; Student Evaluation; Teaching Methods; Preschool Children; Learning; Social Influences; Cultural Influences; Epistemology; Interaction; Verbal Communication; Nonverbal Communication; Story Telling; Sweden + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Dokumentation; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Lernen; Sozialer Einfluss; Cultural influence; Kultureinfluss; Erkenntnistheorie; Interaktion; Non-verbal communication; Nonverbale Kommunikation; Schweden
Abstract	Preschool teachers in Sweden are expected to document children's learning and assess their learning outcomes, for the purpose of long-term evaluation and to develop the educational preschool practice. Previous research shows that the tools for documenting individual learning are particularly focusing on children's cognitive knowledge, while the tools for evaluating the preschool practice are developed for standardized assessment and teachers' self-reflection. The purpose of this study is to present and illustrate an action-based tool that (i) facilitates documentation and assessment of children's multifaceted learning and (ii) combine and interweave individual learning with situated teaching approaches and evaluation of the preschool practice at institutional level. The action-based methodological framework takes a starting point in John Dewey's pragmatism, transactions and functions of education including qualification, socialization and person-formation. Two analytical approaches; Practical Epistemology Analysis (PEA) and Epistemological Move Analysis (EMA) are used to clarify and illustrate individual, social and institutional dimensions of learning from four sequences of one preschool activity including four children and one teacher talking about a fairy tale. We argue that this tool for assessment and evaluation facilitates action-based reflection and discussion about relations between children's individual learning and institutional norms and values. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01