D - 3 October 2007 Depth not breadth Why do we document...

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3 October 2007 Depth not breadth Why do we document? Like the coin example, and after we see things differently Observation A tool for understanding and supporting young children’s development Allows teacher to focus on children’s needs Most helpful when planned with purpose and goals A skill that can be acquired and improved upon Documentation Key Elements of Documentation Recording Observations Interpreting and reflecting on observations Sharing observations and interpretations with others Different types of journals Developmental Milestones Helps focus on all areas of development Encourages you to think in developmental terms Favorites Allows you and parents to be aware of what child is doing at school and their interest Friends When working with infants and toddlers, it is especially important to note the very beginnings of social interactions Family Making a strong connection between school and home Makes the collection of journals a more complete picture of the child Using Documentation Serves as a developmental compass for each child Guides decisions about curriculum that build on children’s interests Acts as an excellent tool for communicating with parents Documentation in a larger scale: Panels and displays Attract a wider audience Increase visibility in the community Portray a strong, competent image of the child Show how young children construct knowledge Examine the teacher’s role in children’s learning Capture the magic of everyday moments Spark an interest in child’s advocacy and early childhood education Displays of children’s work Displaying children’s work with explanations of the process and products Show the intentionality behind children’s work Show how children use different materials to construct and communicate their knowledge
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Illustrate the teacher’s role Using documentation to plan curriculum Curriculum Driven by children’s interests Allows children to construct knowledge through their experiences Emerges/evolves through a continuous cycle of observations, reflection, and implementation Using documentation to plan curriculum How can documentation enhance the process? Improve observation skills Make observations and reflections visible to others Collaborating with teachers and parents, and generating ideas together Making learning visible to children, and allowing them to revisit past experiences 8 October 2007 Attachment and Relationship Based Care Erickson: trust vs. distrust Do you react whenever I need you? All the time, sometimes, never Attachment Theory Describes the role that early relationships with primary caregivers play in children’s social and emotional development and helps explain why the behaviors of some children are more challenging than those of others Children who are securely attached built internal working models of their caregivers (and later of other people) as trustworthy and of themselves as competent and worthy of care. [end goal: secure and responsive attachment relationship with child]
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This note was uploaded on 04/29/2008 for the course PSYCH 134A/D taught by Professor Shabazian during the Fall '07 term at UCLA.

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D - 3 October 2007 Depth not breadth Why do we document...

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