Welcome to the Forgotten ECE, the show where before and after school educators, summer
camp and PD staff and CYWs have a place where they are seen, heard and valued.
I'm your host, Jamie Wagler, and I'm so excited you're here.
Hello wonderful people!
Happy day!
If I actually release this Sunday, happy long weekend!
The May 2, 4 long weekend already.
Where has time gone?
Oh my gosh.
Also just want to send a big thank you to my special guest last time.
Yep, that was my bird.
I'm so sorry.
I didn't realize how loud she was in the video because she's not usually that loud, but of
course she was while I was recording, so I apologize.
If anyone's wondering her name's Sunset, she's super sweet for the most part.
She's a love bird and she is part of my zoo.
So big thanks to Sunset for making an appearance last time.
Let's hope she's quiet tonight.
Just after I started this, I had a request to talk about documentation, which is great.
I absolutely love documentation because I'm a weirdo.
Not everyone loves documentation, but I do.
I love it a lot.
I like making learning visible to families and people that might not understand what
play-based learning brings and what that looks like.
I love being able to showcase what the kids are learning, all of the incredible things
they do in the form of documentation or in the form of whatever I decide to do for documentation.
So I guess for starters, we should talk about what documentation is.
Documentation is defined as a process, a systematic art of collecting, interpreting, and reflecting
on concrete traces of learning.
It is literally making learning visible.
Usually it includes samples of children's work, photographs, how the children's engaged
in the project or the work that they did, any comments or transcripts about conversations.
But it also has a power to incorporate or support the teachers in their reflective planning
and practices.
And by that I mean when you are thinking back and reflecting on the documentation you've
provided or done on the children's learning, you can pull their interests and tie it into
the emergent curriculum cycle.
You can look at it through the lens of developmental assessment.
High quality documentation of children's work and ideas contributes to the quality of our
programs in so, so many ways.
First and foremost, like I've mentioned three or four times now, it makes children's learning
visible.
It makes it known.
It makes it loud and proud.
Here I am, play is learning and I can prove it.
It shows this evidence of learning in all areas of their development.
You can really make it known that the learning is happening and the play is purposeful.
It includes social, representational, empowering and emotional areas of development.
And you can provide skeptics with evidence.
But you can also remind children.
I guess, okay, let's back up a little bit because I'm going all over the place.
My old boss once asked me who the documentation was for and that really stuck with me because
it's true.
Why are you making documentation?
Who is it for?
When thinking of making documentation, your first question to yourself should be, and
I believe this wholeheartedly, who you're documenting for.
If it's the children, where are you posting it?
Are you posting it at their level?
For school-agers, obviously that looks different than preschoolers.
But if you're posting documentation around the room to remind children or carry on an
interest, where are you posting it?
How are you posting it?
Is it engaging?
Is it out of reach or is it something that they can grab and look at?
Is it in the area that you're doing the project or whatever sparked their interest for this
documentation?
And then if you're doing it for the families, where are you posting it?
What are you writing about it?
Are you talking in language that the families would understand or are you talking in language
that the school-agers would understand or the kindergartens?
I think that's your first question.
Whenever you start documentation, I think you should answer that first.
Now going back into what to include in documentation and what documentation is or why it's important
I guess is what we're talking about.
So the first thing was, as a recap, it makes the children's learning visible.
The second thing would be that it enhances children's learning.
And I mean that because children will be able to see what they've thought about come to
life.
They'll see evidence of their experiences and then they're able to revisit and work
out either new findings or carry on their project.
It really breaks it down for them to dive deeper in the thinking, ask some questions.
It's such a creative process and really they have this ownership over it.
That was them that contributed to the learning that's showing in your documentation.
It really provides a sense of mastery.
I sound so funny because it just blows my mind how incredible and how much can be taken
away from documentation.
It just benefits so many people, families, educators, children.
Obviously you can tell I'm super passionate about this.
Another huge benefit of documentation in our school-age programs and this I should quote,
this doesn't just mean school-age as in before and after school.
This also means March break, summer.
Pause at summer because it's my favorite and it's so soon.
I have so much work to do.
Anyways, March break, summer, before and after school, PD day camps, anything, anything at
all with your school-agers and your kindergartens.
It's a reflective process.
It's a process where they can, like I said, revisit.
So do it, show their learning.
If it's a one day program, you can send it to families so that they can revisit it with
their children.
And that kind of leads into the next benefit of documentation, which is it encourages parents
to participate in the program.
Children will be excited to show their families the projects that they've worked on, the learning
that that has happened, the information they have obtained.
It provokes chatting to their families about it.
It gives families ideas of questions to ask about their day.
When children are super excited about what they're learning, they'll go home and talk
about it.
You can put out books or information or articles that children and their families can read
on the topics that you're learning about or on the information that you are exploring.
Comes to mind right now, we're learning about the ocean in our afterschool program.
And I mean, we've done so much with it already, but it started as an interest that the kids
were talking about and it's kind of grown a little bit.
So I put out some shells and starfish and things like that on the table to see what
they would do.
And I added some information about the different kinds of starfish.
And one of the articles I put out, I say article loosely, it's really a paper with pictures,
but anyways, diagram talked about starfish.
Oh, that's what it was.
Okay.
As I'm thinking out loud.
So there's different layers to the ocean.
And with that, there's different sea creatures that live on different layers, or I guess
explore those different layers.
I am no oceanographer, but bear with me.
So we put out different jars with the different colored of the layers and I put out different
sea animals.
And then I put out this diagram that shows the different layers and what animals live
in each layer.
And a child asked me if there was a difference between a starfish and something else to do
with a starfish, but it was called something different.
Just escape me right now.
Sea star, sea star, starfish and a sea star.
So then we kind of dove deeper into what are the types of different starfish.
Did you know there's different starfish?
I did not until now.
I should have, I guess, but I didn't.
Anyways, this child was so excited that when their parent came to pick them up, they talked
about the different starfish and whether or not there was a difference between a starfish
and a sea star and how there's a bunch of different types of starfish.
Anyways, all of this will be contributed to documentation so that other kids in the program
and others that were involved in this study, in this activities that we've, this interest
that has grown this project, will be able to share it with their families.
Another benefit would be that it shows children that you respect and value their work.
By displaying things that the children have contributed to, their efforts, their ideas,
their learning in a beautiful and respectful way, it supports that value and it really
speaks to the fact that you believe children are competent and capable and thoughtful and
creative and all that their work and their effort and their intentions are valued.
It contributes to the foundation of belonging into your programs and also expression because
you're allowing children to express themselves.
The last benefit I want to touch on is how it helps you as educators plan more projects
and more interests and stuff off their interests.
Maybe you start with this idea.
For example, in summer camp how you have theme weeks, maybe you start with this idea about
a theme or let's say oceans because we're on that now.
But in that you discover that children are actually super interested in sharks or boats
or water vehicles, water transportation, anyways.
And you discover this because of your documenting their learning and taking photographs of their
interactions with the materials.
By looking at that and looking back at your documentation you're able to build on those
interests.
What I want you to think about in all of this mumble jumble of documentation is who's doing
the documentation because it's easy for me to sit here and talk about how much I love
documentation.
I also am a person that has limited boundaries on work and my personal life which is awful
and I'm not bragging in any way or shape or form.
If you've mastered boundaries then probably you, I could definitely use some pointers.
But with that I understand that we're only paid for so many hours and if we don't have
documentation and planning time then how can you be expected to plan and document?
How can you expect it to take all this effort and time in making these beautiful documentations?
But I am here to tell you that you should be encouraging the children to take part of
this documentation with you.
You don't have to make, this isn't elementary school for us.
This isn't elementary school for the educators.
You don't have to make these crazy posters that everything's perfect and you think it's
perfect because you worked really hard on it and I understand that you're taking ownership
and pride in your documentation but this is to document the children and their learning.
So don't you think it would be beneficial to include them in the process of documenting?
Get them to take notes.
Add their notes to the documentation.
Get them to take pictures.
Get them to capture these amazing moments and interactions and experiences within the
learning environment and showcase what they've learned themselves.
And there's no one way to document.
There's no one way to showcase this work.
It could be something like collecting samples of the children's work and this could be like
artwork or written reflections or journals or anything tangible or evidence of this learning
and putting it up on the wall for families to see.
Adding a little dialogue about what happened or what occurred when this learning happened
or this project was taking place.
It could be portfolios.
So having books at the end of the year of all of the children's learning throughout
the year.
Maybe it's an art book and you put their art in through the whole year and the pictures
of them and them doing the art and what they did and having them explain what the pictures
are.
Maybe it's a huge project that the children worked on together and you're taking that
and you're showcasing it through pictures and written work and the children's ideas
and it's really this collaboration of everything and wow, how cool would that be?
Maybe it's asking the children how they want to showcase their work.
Maybe it's something as simple as, hey, I want to show off what you learned.
How do you think we could best do that?
I've kind of touched on the four foundations, but I really want to bring home the idea that
documenting can be integrated into the school age program using the foundations.
For example, belonging.
The documentation can capture how children build their relationships, how they collaborate
with each other, how they establish their sense of belonging with a group.
It could show these team projects or social interactions and highlight moments where children
demonstrate empathy or inclusivity or respect for others.
It's really capturing these moments and then showing children that they belong in the program
by showcasing them.
Documentation can promote well-being.
You can do this by focusing on the children's physical, emotional, mental well-being and
include documentation on the activities that are promoting this healthy living.
I know in one of my school age programs, we provided each child with a journal.
So there's no rules on it in the sense that there's no rules on whether they write or
draw or whatever in the journal.
But it's their journal and they can use it as they wish for the whole year and it's their
safe place.
It's not for us to look at unless they want to show us.
It really gives them that opportunity to either write or draw how they're feeling or maybe
they just want to create.
Maybe they just want to create whatever that day, but there's always an opportunity for
them to pull out their journal and contribute to the information that they're putting in
there.
Engagement is pretty self-explanatory because this pedagogical documentation can capture
children's interest, passion and active participation in the learning activities.
So this is where your photographs and your videos and your written descriptions come
in.
It can highlight these moments where children demonstrate curiosity and problem-solving
skills and perseverance within their learning.
So one day a couple weeks ago I was covering in the school age program at one of my sites
and we ended up making...
Well a child asked if I could make them a paper airplane and I'm embarrassed to say
that my paper airplanes are not very good and I don't really remember how to make paper
airplanes.
I know it's a staple!
I understand!
And it's probably simple, but I just can't write my brain around it.
So anyways, I played a video for myself to make a paper airplane to see if it would work.
And then I asked the child to try it themselves too.
And she was amazing.
She literally watched me watch the video and then was able to recreate it 7,000 times better
by herself.
Whatever.
Way to go.
But from there other kids were interested and wanted to make paper airplanes and then
we started measuring how far the paper airplane went and then we started making targets for
the paper airplane and it grew into this amazing thing.
And children were so intrigued by it.
The sclagers were incredible and it worked out really well.
It's one of those things you can't plan.
But anyways, there was a child who was not able to make a quote unquote good paper airplane.
I don't mean it wasn't good.
I just mean it didn't go very far.
It was probably my standard, you know, like it went two inches but whatever.
But they tried and tried and tried and tried and I got pictures of them trying and refolding
and unfolding and then talking to their peers about how they did it.
And eventually they got one that went a little bit further and they made it themselves and
it was incredible.
And I have all of that documented because that learning that's happening is absolutely
phenomenal and you cannot, you cannot recreate that without this, this documentation.
And I mean it's one thing to explain to the parents like, oh, they tried and tried again.
But showing them the steps that they took, it's just, it's amazing.
Or showing the child the steps that they took.
Hey, remember the time that you did something that was really hard for you and it worked
out?
Look it.
Let's go back and look at it.
It's great for self reflection, not only for the educator, but also for the children.
And the last foundation would be expression.
Documentation can showcase children's diverse forms of expression, including verbal communication,
creative art, storytelling, digital media.
And you don't have to be a rocket science or a technology god to figure this out.
There are apps that are pretty simple to use like PickCollage or you know what, take pictures
and cut them out and put them on Bristol border, even better take pictures, print them out
and hand it to the children and say, let's create something with this.
The documentation can capture the children's reflection on their own learning, their goals,
their aspirations, providing insight into their self expression or identity development.
Like it's so incredible.
All of the things that documentation can do and how it connects to the four foundations
by connecting your documentation and your programs in general to the four foundations.
It helps educators gain this deeper understanding of children's learning.
Like I said at the beginning, it helps provide number one proof of play based learning and
how it works and how children are engaged in what they're learning and interested in
all the concepts they're learning.
I think here I just want to give a couple of examples of what you could do to document.
So you've probably heard of it.
If you have not, it's kind of cool.
Learning stories or narratives where the educator understands the children in their own practice
have identified outcomes and suggested ways to build on the children's learning and development.
So for example, taking pictures of the process or what has happened and then have the children
describe the experience and why it's important to them and including all of that in this
learning.
Obviously photographs with captions or a photographic sequence like taking pictures all along and
then putting it up together.
Observations you can display your observations for the children and for the families to look
at.
So storytelling is another one.
Imagine the portfolio.
Remember a couple of minutes ago we talked about the portfolio.
Looking at a portfolio or creating a portfolio of the children's learning through their time
with you in that program.
So whether that be a year or school age programs, we're super lucky because sometimes there's
a few years that they come.
In theory children can come to a school age program from age four or three I guess if
you're in JK and age three all the way to age 12.
We have the children for the most part of their lives.
How incredible is that?
And can you imagine having a portfolio from each year to look back on or bits and pieces
from every year together in one portfolio?
Yes, I know what you're thinking that involves work.
But like I said, adding children or getting children to help do it would take also a load
off you but also would not only take a load off you but would also contribute to the authenticity
of the documentation.
I want you to know that it's not always going to be perfect.
I want you to know that sometimes you're going to create some sort of documentation for the
children or for the families and it's going to go nowhere and no one's going to look at
it or you're not going to think that it worked.
But it's important because just because you don't think someone's looking at it doesn't
mean the children aren't looking at it.
Just because you don't think the families aren't reading it doesn't necessarily mean
the families aren't reading it.
I would also suggest that this is a great conversation starter at pick up or drop off.
Hey, have you seen our photos from what we did the other day?
Or hey, did Johnny tell you about the cool frogs we found and what that looks like or
tadpoles?
I'm on a kick because I want to get tadpoles or frogs and raise them.
Or a duck.
Anyways, that was a side note.
Sorry.
Overall, I really just want you to know that you can't really be wrong in documentation.
If you're putting your reflective practices to use in involving the children, it's not
wrong.
I think the number one thing you should think about is what my old boss says, who you're
doing the documentation for and the purpose of it.
What are you documenting and why?
And who do you want to see it?
What do you want the people who see it to take away from it?
And I also want to touch on that you should also make sure you include everyone in documentation.
Obviously, not every child is going to do every project or be a part of every interest,
but you should make an effort to make sure every child has documentation about them.
That they are somehow included within documentation around the classroom because you want everyone
to have that sense of belonging.
I, like I said, I love documentation so wholeheartedly and I can really see the benefit of documentation
and making learning visible and providing children with that ownership so that they
can contribute to the documentation and so that they can see their learning happen.
Really, that's my rant.
That's my rant.
My rant is over.
Isn't that funny?
I didn't have any questions from the last time except for the bird.
I'm talking about the bird.
So I don't have a question period.
I do want to thank you as always for tuning in.
If you're interested in a topic or you have an idea of something you'd want to hear, please
feel free to reach out.
I love chatting.
If you're not following me on Instagram, you are missing out.
So go, go do that right now.
Miss Jamie underscore R-E-C-E.
That's M-I-S-S-J-A-M-I-E underscore R-E-C-E.
Check me out.
I hope you have a fantastic weekend.
I hope your week is going well and I hope you're enjoying May because it's almost over.
How is it almost over?
I will talk to you again in June.
Bye everyone.
Have a fab tabulous day.
Thanks for listening.
Thank you.
Amazing listeners for your support.
Don't forget to follow me on Instagram at miss Jamie underscore R-E-C-E.
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Again, thank you so much and happy learning.