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Fact: Reflection:
11-1(Using Work Samples to Observe a Everything a child does can tell us
Child’s Development) something about their development.
❖ The creative products of the child
can be used as effective revelations
of developmental progress.
➢ Media: art materials
➢ Individual children and
groups produce work that
can serve as raw data for
assessment.
❖ Work Sample: any of child’s Family can and should have access. We
products date things to see the progression of
➢ Drawings, paintings, blocks, development!
clay, etc
➢ Materials put in portfolio
■ Can come from
family, teacher, or
child
● All have equal
access; child’s
access depends
on age
◆ Child
can
personal
ize
portfoli
o
➢ To be authentic, everything
must be dated
11-1c (Collaborating with Colleagues It should be noted though that bias needs
about the Significance of Work Samples) to be left out of these collaborations. If a
❖ Knowledge of child is richly teacher has had academic of disciplinary
enhanced by colleagues coming issues with the child, both colleagues
together and viewing a child’s work should check each other to make sure the
sample priority remains of the success of the
❖ Child's work is considered a child’s success.
revelation of thoughts and feelings
11-1d (How to Find the Time) I like the idea that the family gets the
❖ Time efficient with use of digital Portfolio at the end. Most times, the
camera parents and family can't be there during
❖ Literacies: c ommunication using the school day obviously, but this can make
symbols other than alphabetic them feel as though they were apart of
❖ Using Technology each step
➢ Easier for storage and
security
❖ What to Do with It
➢ Don't ask child to create
something specific for
portfolio
➢ At end of school year,
portfolios given to family
11-2c (Reggio Emilia and Children’s I find it so beautiful that there is not one
Literacies) approach to teaching. Every individual is
❖ Teachers consider every aspect of so unique and having and learning about
the environment as a stimulus for these experiences can alter the way we
learning and forming mental images teach and observe for the better.
that will be called on to organize
and construct meaning
➢ Observation is most
important role
❖ After visiting, teachers see
themselves as supporters of
learning rather than the leaders
11-2d (Representations of the Project The less freedom you take out of
Approach) creativity, the more restricted it becomes.
❖ Children notice and remember Then, you are left with purely an
details they have observed and find assignment instead of an invention. If that
ways to express of re-create their pattern continues, being creative will be
observations seen as a chore and that is not good for the
❖ Guidelines: child’s development in any domain.
➢ Don't rush representations
➢ Keep representation goals
open minded
➢ Offer extensive material
choices
➢ Encourage children to solve
own problems
11-2e (Assessing Creative Program Goals) I completely agree. Creativity is within all
❖ Important for schools/programs to of us and tapping into that is key. I am
include creativity and assess it grateful for the adults and educators in my
systematically as a contribution to life that did not stifle mine.
cognitive dev
11-3b (Talking with Children about Their Our words and statements have power.
Creative Work) Knowing what to say that will both
❖ Acknowledge children's efforts encourage and want the child to improve
❖ Point out type of lines, colors, on what they are doing is important. These
shapes, patterns, rhythms used are great examples of what to say for each
❖ Drawing is familiar, open-ended situation and scenario.
activity
❖ Common responses:
➢ Complimentary
■ “You really thought
about that”
➢ Judgmental
■ “What part did you
do first?”
➢ Valuing
■ “What do you like
about it?”
➢ Questioning
■ “Would you like to
tell me about it?
➢ Probing
■ Just observe, simple
“Hmmmm”
➢ Correcting
■ Allow them to use
materials freely but
make sure it’s safer
for child and
environment
➢ Psychoanalyzing
■ Note curious, strange,
bizarre creations or
comments
➢ Modeling
■ Provide child with
rich experiences in
the world around
them
➢ Describing
■ You covered the
whole page with
paint. That took a lot
of concentration
11-3d (Observing Creativity in Infants and We can learn so much about a child
Toddlers) without them even having to directly tell
❖ Everything a child does is creative us.
❖ Infants make something happen vs
making something
❖ By observing infants and toddlers
as they work with materials and
interact with the environment, you
can demonstrate creativity by
preserving work.
11-4 (Other Creative Media)
❖ Small muscles interact with
creativity to produce
three-dimensional products
❖ Physical properties of volume,
weight, and length are transformed
through play
11-4a (Music and Movement When learning, I see the ties between my
Development) love for the arts and whatever subject I’m
❖ Learning music, dance, drama, and learning. I try to personalize something
painting have positive development academic and see how it relates to what I
on cognitive development know about music to help the information
➢ Music and language critical stick in my head.
to lang development
➢ Helps with intellectual,
physical, social, emotional,
language, and literacy
development
11-4c (Blocks as a Creative Medium) Knowing the stages is important for both
❖ Unit blocks: sanded, wooden observation and assessment of the child’s
children’s blocks are highest scoring development in all domains.
open-ended toy
❖ Blocks help children understand
➢ Mathematical relationships
➢ Science (gravity, weight,
balance)
➢ Language
❖ Feel emotional satisfaction at
building tower and powerful release
when knocking it down
❖ Block play can be more effective if
teacher helps children describe their
plan before beginning to build and
encouraging them along the way
❖ Stage 1
➢ Feeling, lifting, moving
blocks from place to place
❖ Stage 2
➢ Horizontal rows, stacking
and knocking
❖ Stage 3
➢ Visual acuity, small muscle
coordination, balance
❖ Stage 4
➢ enclosures
❖ Stage 5
➢ Symmetry, sense of balance
and equal proportions
❖ Stage 6
➢ Naming structures; play
becomes more symbolic
❖ Stage 7
➢ Children try to build more
realistically
No tool for this chapter as a work sample would require work from a child, which I do not
have the ability to obtain.