1 00:00:00,000 --> 00:00:14,440 Welcome to the Forgotten ECE, the show where before and after school educators, summer 2 00:00:14,440 --> 00:00:20,320 camp and PD staff and CYWs have a place where they are seen, heard and valued. 3 00:00:20,320 --> 00:00:38,720 I'm your host, Jamie Wagler, and I'm so excited you're here. 4 00:00:38,720 --> 00:00:42,640 Hello wonderful people! 5 00:00:42,640 --> 00:00:43,640 Happy day! 6 00:00:43,640 --> 00:00:47,760 If I actually release this Sunday, happy long weekend! 7 00:00:47,760 --> 00:00:51,400 The May 2, 4 long weekend already. 8 00:00:51,400 --> 00:00:53,160 Where has time gone? 9 00:00:53,160 --> 00:00:55,120 Oh my gosh. 10 00:00:55,120 --> 00:00:59,880 Also just want to send a big thank you to my special guest last time. 11 00:00:59,880 --> 00:01:01,400 Yep, that was my bird. 12 00:01:01,400 --> 00:01:02,400 I'm so sorry. 13 00:01:02,400 --> 00:01:06,400 I didn't realize how loud she was in the video because she's not usually that loud, but of 14 00:01:06,400 --> 00:01:08,720 course she was while I was recording, so I apologize. 15 00:01:08,720 --> 00:01:11,960 If anyone's wondering her name's Sunset, she's super sweet for the most part. 16 00:01:11,960 --> 00:01:15,760 She's a love bird and she is part of my zoo. 17 00:01:15,760 --> 00:01:20,080 So big thanks to Sunset for making an appearance last time. 18 00:01:20,080 --> 00:01:21,520 Let's hope she's quiet tonight. 19 00:01:21,520 --> 00:01:27,880 Just after I started this, I had a request to talk about documentation, which is great. 20 00:01:27,880 --> 00:01:32,640 I absolutely love documentation because I'm a weirdo. 21 00:01:32,640 --> 00:01:34,320 Not everyone loves documentation, but I do. 22 00:01:34,320 --> 00:01:35,320 I love it a lot. 23 00:01:35,320 --> 00:01:39,280 I like making learning visible to families and people that might not understand what 24 00:01:39,280 --> 00:01:41,840 play-based learning brings and what that looks like. 25 00:01:41,840 --> 00:01:47,320 I love being able to showcase what the kids are learning, all of the incredible things 26 00:01:47,320 --> 00:01:52,960 they do in the form of documentation or in the form of whatever I decide to do for documentation. 27 00:01:52,960 --> 00:01:57,160 So I guess for starters, we should talk about what documentation is. 28 00:01:57,160 --> 00:02:04,840 Documentation is defined as a process, a systematic art of collecting, interpreting, and reflecting 29 00:02:04,840 --> 00:02:06,760 on concrete traces of learning. 30 00:02:06,760 --> 00:02:10,800 It is literally making learning visible. 31 00:02:10,800 --> 00:02:15,200 Usually it includes samples of children's work, photographs, how the children's engaged 32 00:02:15,200 --> 00:02:20,920 in the project or the work that they did, any comments or transcripts about conversations. 33 00:02:20,920 --> 00:02:26,480 But it also has a power to incorporate or support the teachers in their reflective planning 34 00:02:26,480 --> 00:02:27,680 and practices. 35 00:02:27,680 --> 00:02:33,520 And by that I mean when you are thinking back and reflecting on the documentation you've 36 00:02:33,520 --> 00:02:40,080 provided or done on the children's learning, you can pull their interests and tie it into 37 00:02:40,080 --> 00:02:42,680 the emergent curriculum cycle. 38 00:02:42,680 --> 00:02:46,800 You can look at it through the lens of developmental assessment. 39 00:02:46,800 --> 00:02:53,640 High quality documentation of children's work and ideas contributes to the quality of our 40 00:02:53,640 --> 00:02:57,400 programs in so, so many ways. 41 00:02:57,400 --> 00:03:00,760 First and foremost, like I've mentioned three or four times now, it makes children's learning 42 00:03:00,760 --> 00:03:01,760 visible. 43 00:03:01,760 --> 00:03:02,760 It makes it known. 44 00:03:02,760 --> 00:03:05,360 It makes it loud and proud. 45 00:03:05,360 --> 00:03:10,060 Here I am, play is learning and I can prove it. 46 00:03:10,060 --> 00:03:13,520 It shows this evidence of learning in all areas of their development. 47 00:03:13,520 --> 00:03:18,640 You can really make it known that the learning is happening and the play is purposeful. 48 00:03:18,640 --> 00:03:25,640 It includes social, representational, empowering and emotional areas of development. 49 00:03:25,640 --> 00:03:28,880 And you can provide skeptics with evidence. 50 00:03:28,880 --> 00:03:30,360 But you can also remind children. 51 00:03:30,360 --> 00:03:34,560 I guess, okay, let's back up a little bit because I'm going all over the place. 52 00:03:34,560 --> 00:03:39,920 My old boss once asked me who the documentation was for and that really stuck with me because 53 00:03:39,920 --> 00:03:40,920 it's true. 54 00:03:40,920 --> 00:03:41,920 Why are you making documentation? 55 00:03:41,920 --> 00:03:43,280 Who is it for? 56 00:03:43,280 --> 00:03:47,680 When thinking of making documentation, your first question to yourself should be, and 57 00:03:47,680 --> 00:03:51,160 I believe this wholeheartedly, who you're documenting for. 58 00:03:51,160 --> 00:03:52,800 If it's the children, where are you posting it? 59 00:03:52,800 --> 00:03:54,440 Are you posting it at their level? 60 00:03:54,440 --> 00:03:58,040 For school-agers, obviously that looks different than preschoolers. 61 00:03:58,040 --> 00:04:03,120 But if you're posting documentation around the room to remind children or carry on an 62 00:04:03,120 --> 00:04:05,200 interest, where are you posting it? 63 00:04:05,200 --> 00:04:06,280 How are you posting it? 64 00:04:06,280 --> 00:04:07,840 Is it engaging? 65 00:04:07,840 --> 00:04:12,360 Is it out of reach or is it something that they can grab and look at? 66 00:04:12,360 --> 00:04:17,360 Is it in the area that you're doing the project or whatever sparked their interest for this 67 00:04:17,360 --> 00:04:18,360 documentation? 68 00:04:18,360 --> 00:04:21,520 And then if you're doing it for the families, where are you posting it? 69 00:04:21,520 --> 00:04:22,700 What are you writing about it? 70 00:04:22,700 --> 00:04:25,920 Are you talking in language that the families would understand or are you talking in language 71 00:04:25,920 --> 00:04:29,000 that the school-agers would understand or the kindergartens? 72 00:04:29,000 --> 00:04:30,160 I think that's your first question. 73 00:04:30,160 --> 00:04:33,400 Whenever you start documentation, I think you should answer that first. 74 00:04:33,400 --> 00:04:41,480 Now going back into what to include in documentation and what documentation is or why it's important 75 00:04:41,480 --> 00:04:43,040 I guess is what we're talking about. 76 00:04:43,040 --> 00:04:47,720 So the first thing was, as a recap, it makes the children's learning visible. 77 00:04:47,720 --> 00:04:50,800 The second thing would be that it enhances children's learning. 78 00:04:50,800 --> 00:04:57,160 And I mean that because children will be able to see what they've thought about come to 79 00:04:57,160 --> 00:04:58,160 life. 80 00:04:58,160 --> 00:05:04,160 They'll see evidence of their experiences and then they're able to revisit and work 81 00:05:04,160 --> 00:05:09,200 out either new findings or carry on their project. 82 00:05:09,200 --> 00:05:16,420 It really breaks it down for them to dive deeper in the thinking, ask some questions. 83 00:05:16,420 --> 00:05:22,880 It's such a creative process and really they have this ownership over it. 84 00:05:22,880 --> 00:05:28,000 That was them that contributed to the learning that's showing in your documentation. 85 00:05:28,000 --> 00:05:30,760 It really provides a sense of mastery. 86 00:05:30,760 --> 00:05:38,080 I sound so funny because it just blows my mind how incredible and how much can be taken 87 00:05:38,080 --> 00:05:39,960 away from documentation. 88 00:05:39,960 --> 00:05:44,000 It just benefits so many people, families, educators, children. 89 00:05:44,000 --> 00:05:48,000 Obviously you can tell I'm super passionate about this. 90 00:05:48,000 --> 00:05:54,520 Another huge benefit of documentation in our school-age programs and this I should quote, 91 00:05:54,520 --> 00:05:56,880 this doesn't just mean school-age as in before and after school. 92 00:05:56,880 --> 00:06:00,840 This also means March break, summer. 93 00:06:00,840 --> 00:06:03,040 Pause at summer because it's my favorite and it's so soon. 94 00:06:03,040 --> 00:06:04,840 I have so much work to do. 95 00:06:04,840 --> 00:06:10,880 Anyways, March break, summer, before and after school, PD day camps, anything, anything at 96 00:06:10,880 --> 00:06:13,540 all with your school-agers and your kindergartens. 97 00:06:13,540 --> 00:06:14,680 It's a reflective process. 98 00:06:14,680 --> 00:06:17,160 It's a process where they can, like I said, revisit. 99 00:06:17,160 --> 00:06:19,560 So do it, show their learning. 100 00:06:19,560 --> 00:06:24,840 If it's a one day program, you can send it to families so that they can revisit it with 101 00:06:24,840 --> 00:06:25,840 their children. 102 00:06:25,840 --> 00:06:31,520 And that kind of leads into the next benefit of documentation, which is it encourages parents 103 00:06:31,520 --> 00:06:33,960 to participate in the program. 104 00:06:33,960 --> 00:06:39,720 Children will be excited to show their families the projects that they've worked on, the learning 105 00:06:39,720 --> 00:06:44,540 that that has happened, the information they have obtained. 106 00:06:44,540 --> 00:06:47,200 It provokes chatting to their families about it. 107 00:06:47,200 --> 00:06:51,960 It gives families ideas of questions to ask about their day. 108 00:06:51,960 --> 00:06:55,320 When children are super excited about what they're learning, they'll go home and talk 109 00:06:55,320 --> 00:06:56,400 about it. 110 00:06:56,400 --> 00:07:03,800 You can put out books or information or articles that children and their families can read 111 00:07:03,800 --> 00:07:11,040 on the topics that you're learning about or on the information that you are exploring. 112 00:07:11,040 --> 00:07:17,080 Comes to mind right now, we're learning about the ocean in our afterschool program. 113 00:07:17,080 --> 00:07:21,360 And I mean, we've done so much with it already, but it started as an interest that the kids 114 00:07:21,360 --> 00:07:24,680 were talking about and it's kind of grown a little bit. 115 00:07:24,680 --> 00:07:31,840 So I put out some shells and starfish and things like that on the table to see what 116 00:07:31,840 --> 00:07:32,960 they would do. 117 00:07:32,960 --> 00:07:36,520 And I added some information about the different kinds of starfish. 118 00:07:36,520 --> 00:07:41,880 And one of the articles I put out, I say article loosely, it's really a paper with pictures, 119 00:07:41,880 --> 00:07:44,160 but anyways, diagram talked about starfish. 120 00:07:44,160 --> 00:07:45,880 Oh, that's what it was. 121 00:07:45,880 --> 00:07:46,880 Okay. 122 00:07:46,880 --> 00:07:47,880 As I'm thinking out loud. 123 00:07:47,880 --> 00:07:50,080 So there's different layers to the ocean. 124 00:07:50,080 --> 00:07:54,920 And with that, there's different sea creatures that live on different layers, or I guess 125 00:07:54,920 --> 00:07:56,320 explore those different layers. 126 00:07:56,320 --> 00:07:59,920 I am no oceanographer, but bear with me. 127 00:07:59,920 --> 00:08:05,280 So we put out different jars with the different colored of the layers and I put out different 128 00:08:05,280 --> 00:08:06,280 sea animals. 129 00:08:06,280 --> 00:08:09,760 And then I put out this diagram that shows the different layers and what animals live 130 00:08:09,760 --> 00:08:10,760 in each layer. 131 00:08:10,760 --> 00:08:15,600 And a child asked me if there was a difference between a starfish and something else to do 132 00:08:15,600 --> 00:08:18,920 with a starfish, but it was called something different. 133 00:08:18,920 --> 00:08:20,240 Just escape me right now. 134 00:08:20,240 --> 00:08:23,120 Sea star, sea star, starfish and a sea star. 135 00:08:23,120 --> 00:08:28,560 So then we kind of dove deeper into what are the types of different starfish. 136 00:08:28,560 --> 00:08:29,760 Did you know there's different starfish? 137 00:08:29,760 --> 00:08:30,760 I did not until now. 138 00:08:30,760 --> 00:08:33,000 I should have, I guess, but I didn't. 139 00:08:33,000 --> 00:08:37,040 Anyways, this child was so excited that when their parent came to pick them up, they talked 140 00:08:37,040 --> 00:08:41,640 about the different starfish and whether or not there was a difference between a starfish 141 00:08:41,640 --> 00:08:45,400 and a sea star and how there's a bunch of different types of starfish. 142 00:08:45,400 --> 00:08:51,480 Anyways, all of this will be contributed to documentation so that other kids in the program 143 00:08:51,480 --> 00:08:56,320 and others that were involved in this study, in this activities that we've, this interest 144 00:08:56,320 --> 00:09:00,120 that has grown this project, will be able to share it with their families. 145 00:09:00,120 --> 00:09:04,800 Another benefit would be that it shows children that you respect and value their work. 146 00:09:04,800 --> 00:09:09,560 By displaying things that the children have contributed to, their efforts, their ideas, 147 00:09:09,560 --> 00:09:14,580 their learning in a beautiful and respectful way, it supports that value and it really 148 00:09:14,580 --> 00:09:18,520 speaks to the fact that you believe children are competent and capable and thoughtful and 149 00:09:18,520 --> 00:09:23,160 creative and all that their work and their effort and their intentions are valued. 150 00:09:23,160 --> 00:09:29,840 It contributes to the foundation of belonging into your programs and also expression because 151 00:09:29,840 --> 00:09:32,000 you're allowing children to express themselves. 152 00:09:32,000 --> 00:09:39,060 The last benefit I want to touch on is how it helps you as educators plan more projects 153 00:09:39,060 --> 00:09:41,680 and more interests and stuff off their interests. 154 00:09:41,680 --> 00:09:43,500 Maybe you start with this idea. 155 00:09:43,500 --> 00:09:46,960 For example, in summer camp how you have theme weeks, maybe you start with this idea about 156 00:09:46,960 --> 00:09:50,040 a theme or let's say oceans because we're on that now. 157 00:09:50,040 --> 00:09:57,500 But in that you discover that children are actually super interested in sharks or boats 158 00:09:57,500 --> 00:10:02,880 or water vehicles, water transportation, anyways. 159 00:10:02,880 --> 00:10:08,720 And you discover this because of your documenting their learning and taking photographs of their 160 00:10:08,720 --> 00:10:10,520 interactions with the materials. 161 00:10:10,520 --> 00:10:14,960 By looking at that and looking back at your documentation you're able to build on those 162 00:10:14,960 --> 00:10:15,960 interests. 163 00:10:15,960 --> 00:10:22,960 What I want you to think about in all of this mumble jumble of documentation is who's doing 164 00:10:22,960 --> 00:10:26,880 the documentation because it's easy for me to sit here and talk about how much I love 165 00:10:26,880 --> 00:10:27,880 documentation. 166 00:10:27,880 --> 00:10:34,160 I also am a person that has limited boundaries on work and my personal life which is awful 167 00:10:34,160 --> 00:10:36,840 and I'm not bragging in any way or shape or form. 168 00:10:36,840 --> 00:10:41,560 If you've mastered boundaries then probably you, I could definitely use some pointers. 169 00:10:41,560 --> 00:10:45,320 But with that I understand that we're only paid for so many hours and if we don't have 170 00:10:45,320 --> 00:10:51,120 documentation and planning time then how can you be expected to plan and document? 171 00:10:51,120 --> 00:10:56,020 How can you expect it to take all this effort and time in making these beautiful documentations? 172 00:10:56,020 --> 00:11:01,720 But I am here to tell you that you should be encouraging the children to take part of 173 00:11:01,720 --> 00:11:03,320 this documentation with you. 174 00:11:03,320 --> 00:11:07,240 You don't have to make, this isn't elementary school for us. 175 00:11:07,240 --> 00:11:09,280 This isn't elementary school for the educators. 176 00:11:09,280 --> 00:11:14,240 You don't have to make these crazy posters that everything's perfect and you think it's 177 00:11:14,240 --> 00:11:17,620 perfect because you worked really hard on it and I understand that you're taking ownership 178 00:11:17,620 --> 00:11:23,680 and pride in your documentation but this is to document the children and their learning. 179 00:11:23,680 --> 00:11:29,020 So don't you think it would be beneficial to include them in the process of documenting? 180 00:11:29,020 --> 00:11:30,020 Get them to take notes. 181 00:11:30,020 --> 00:11:31,820 Add their notes to the documentation. 182 00:11:31,820 --> 00:11:33,480 Get them to take pictures. 183 00:11:33,480 --> 00:11:39,200 Get them to capture these amazing moments and interactions and experiences within the 184 00:11:39,200 --> 00:11:44,560 learning environment and showcase what they've learned themselves. 185 00:11:44,560 --> 00:11:47,160 And there's no one way to document. 186 00:11:47,160 --> 00:11:50,560 There's no one way to showcase this work. 187 00:11:50,560 --> 00:11:56,040 It could be something like collecting samples of the children's work and this could be like 188 00:11:56,040 --> 00:12:01,760 artwork or written reflections or journals or anything tangible or evidence of this learning 189 00:12:01,760 --> 00:12:04,800 and putting it up on the wall for families to see. 190 00:12:04,800 --> 00:12:09,760 Adding a little dialogue about what happened or what occurred when this learning happened 191 00:12:09,760 --> 00:12:11,760 or this project was taking place. 192 00:12:11,760 --> 00:12:13,320 It could be portfolios. 193 00:12:13,320 --> 00:12:16,800 So having books at the end of the year of all of the children's learning throughout 194 00:12:16,800 --> 00:12:17,800 the year. 195 00:12:17,800 --> 00:12:23,300 Maybe it's an art book and you put their art in through the whole year and the pictures 196 00:12:23,300 --> 00:12:29,240 of them and them doing the art and what they did and having them explain what the pictures 197 00:12:29,240 --> 00:12:30,240 are. 198 00:12:30,240 --> 00:12:34,520 Maybe it's a huge project that the children worked on together and you're taking that 199 00:12:34,520 --> 00:12:39,760 and you're showcasing it through pictures and written work and the children's ideas 200 00:12:39,760 --> 00:12:44,800 and it's really this collaboration of everything and wow, how cool would that be? 201 00:12:44,800 --> 00:12:47,440 Maybe it's asking the children how they want to showcase their work. 202 00:12:47,440 --> 00:12:51,740 Maybe it's something as simple as, hey, I want to show off what you learned. 203 00:12:51,740 --> 00:12:53,400 How do you think we could best do that? 204 00:12:53,400 --> 00:12:59,320 I've kind of touched on the four foundations, but I really want to bring home the idea that 205 00:12:59,320 --> 00:13:05,320 documenting can be integrated into the school age program using the foundations. 206 00:13:05,320 --> 00:13:07,160 For example, belonging. 207 00:13:07,160 --> 00:13:11,120 The documentation can capture how children build their relationships, how they collaborate 208 00:13:11,120 --> 00:13:16,380 with each other, how they establish their sense of belonging with a group. 209 00:13:16,380 --> 00:13:21,960 It could show these team projects or social interactions and highlight moments where children 210 00:13:21,960 --> 00:13:25,840 demonstrate empathy or inclusivity or respect for others. 211 00:13:25,840 --> 00:13:30,360 It's really capturing these moments and then showing children that they belong in the program 212 00:13:30,360 --> 00:13:32,640 by showcasing them. 213 00:13:32,640 --> 00:13:35,560 Documentation can promote well-being. 214 00:13:35,560 --> 00:13:40,560 You can do this by focusing on the children's physical, emotional, mental well-being and 215 00:13:40,560 --> 00:13:46,520 include documentation on the activities that are promoting this healthy living. 216 00:13:46,520 --> 00:13:51,480 I know in one of my school age programs, we provided each child with a journal. 217 00:13:51,480 --> 00:13:57,080 So there's no rules on it in the sense that there's no rules on whether they write or 218 00:13:57,080 --> 00:13:59,320 draw or whatever in the journal. 219 00:13:59,320 --> 00:14:02,920 But it's their journal and they can use it as they wish for the whole year and it's their 220 00:14:02,920 --> 00:14:04,000 safe place. 221 00:14:04,000 --> 00:14:06,800 It's not for us to look at unless they want to show us. 222 00:14:06,800 --> 00:14:13,080 It really gives them that opportunity to either write or draw how they're feeling or maybe 223 00:14:13,080 --> 00:14:14,800 they just want to create. 224 00:14:14,800 --> 00:14:19,920 Maybe they just want to create whatever that day, but there's always an opportunity for 225 00:14:19,920 --> 00:14:23,400 them to pull out their journal and contribute to the information that they're putting in 226 00:14:23,400 --> 00:14:24,400 there. 227 00:14:24,400 --> 00:14:29,760 Engagement is pretty self-explanatory because this pedagogical documentation can capture 228 00:14:29,760 --> 00:14:35,120 children's interest, passion and active participation in the learning activities. 229 00:14:35,120 --> 00:14:38,840 So this is where your photographs and your videos and your written descriptions come 230 00:14:38,840 --> 00:14:39,840 in. 231 00:14:39,840 --> 00:14:43,580 It can highlight these moments where children demonstrate curiosity and problem-solving 232 00:14:43,580 --> 00:14:47,000 skills and perseverance within their learning. 233 00:14:47,000 --> 00:14:52,080 So one day a couple weeks ago I was covering in the school age program at one of my sites 234 00:14:52,080 --> 00:14:55,520 and we ended up making... 235 00:14:55,520 --> 00:15:00,400 Well a child asked if I could make them a paper airplane and I'm embarrassed to say 236 00:15:00,400 --> 00:15:04,400 that my paper airplanes are not very good and I don't really remember how to make paper 237 00:15:04,400 --> 00:15:05,400 airplanes. 238 00:15:05,400 --> 00:15:06,400 I know it's a staple! 239 00:15:06,400 --> 00:15:07,400 I understand! 240 00:15:07,400 --> 00:15:10,600 And it's probably simple, but I just can't write my brain around it. 241 00:15:10,600 --> 00:15:15,400 So anyways, I played a video for myself to make a paper airplane to see if it would work. 242 00:15:15,400 --> 00:15:20,600 And then I asked the child to try it themselves too. 243 00:15:20,600 --> 00:15:22,920 And she was amazing. 244 00:15:22,920 --> 00:15:28,440 She literally watched me watch the video and then was able to recreate it 7,000 times better 245 00:15:28,440 --> 00:15:29,440 by herself. 246 00:15:29,440 --> 00:15:30,440 Whatever. 247 00:15:30,440 --> 00:15:31,440 Way to go. 248 00:15:31,440 --> 00:15:36,080 But from there other kids were interested and wanted to make paper airplanes and then 249 00:15:36,080 --> 00:15:40,120 we started measuring how far the paper airplane went and then we started making targets for 250 00:15:40,120 --> 00:15:43,040 the paper airplane and it grew into this amazing thing. 251 00:15:43,040 --> 00:15:46,680 And children were so intrigued by it. 252 00:15:46,680 --> 00:15:49,920 The sclagers were incredible and it worked out really well. 253 00:15:49,920 --> 00:15:51,680 It's one of those things you can't plan. 254 00:15:51,680 --> 00:15:57,800 But anyways, there was a child who was not able to make a quote unquote good paper airplane. 255 00:15:57,800 --> 00:15:58,880 I don't mean it wasn't good. 256 00:15:58,880 --> 00:16:00,280 I just mean it didn't go very far. 257 00:16:00,280 --> 00:16:04,320 It was probably my standard, you know, like it went two inches but whatever. 258 00:16:04,320 --> 00:16:08,440 But they tried and tried and tried and tried and I got pictures of them trying and refolding 259 00:16:08,440 --> 00:16:12,040 and unfolding and then talking to their peers about how they did it. 260 00:16:12,040 --> 00:16:16,160 And eventually they got one that went a little bit further and they made it themselves and 261 00:16:16,160 --> 00:16:17,160 it was incredible. 262 00:16:17,160 --> 00:16:21,440 And I have all of that documented because that learning that's happening is absolutely 263 00:16:21,440 --> 00:16:26,720 phenomenal and you cannot, you cannot recreate that without this, this documentation. 264 00:16:26,720 --> 00:16:30,480 And I mean it's one thing to explain to the parents like, oh, they tried and tried again. 265 00:16:30,480 --> 00:16:34,080 But showing them the steps that they took, it's just, it's amazing. 266 00:16:34,080 --> 00:16:35,920 Or showing the child the steps that they took. 267 00:16:35,920 --> 00:16:39,880 Hey, remember the time that you did something that was really hard for you and it worked 268 00:16:39,880 --> 00:16:40,880 out? 269 00:16:40,880 --> 00:16:41,880 Look it. 270 00:16:41,880 --> 00:16:43,240 Let's go back and look at it. 271 00:16:43,240 --> 00:16:47,880 It's great for self reflection, not only for the educator, but also for the children. 272 00:16:47,880 --> 00:16:52,080 And the last foundation would be expression. 273 00:16:52,080 --> 00:16:57,320 Documentation can showcase children's diverse forms of expression, including verbal communication, 274 00:16:57,320 --> 00:17:00,440 creative art, storytelling, digital media. 275 00:17:00,440 --> 00:17:04,000 And you don't have to be a rocket science or a technology god to figure this out. 276 00:17:04,000 --> 00:17:09,400 There are apps that are pretty simple to use like PickCollage or you know what, take pictures 277 00:17:09,400 --> 00:17:12,920 and cut them out and put them on Bristol border, even better take pictures, print them out 278 00:17:12,920 --> 00:17:16,560 and hand it to the children and say, let's create something with this. 279 00:17:16,560 --> 00:17:20,640 The documentation can capture the children's reflection on their own learning, their goals, 280 00:17:20,640 --> 00:17:25,440 their aspirations, providing insight into their self expression or identity development. 281 00:17:25,440 --> 00:17:26,840 Like it's so incredible. 282 00:17:26,840 --> 00:17:30,960 All of the things that documentation can do and how it connects to the four foundations 283 00:17:30,960 --> 00:17:36,120 by connecting your documentation and your programs in general to the four foundations. 284 00:17:36,120 --> 00:17:39,700 It helps educators gain this deeper understanding of children's learning. 285 00:17:39,700 --> 00:17:45,320 Like I said at the beginning, it helps provide number one proof of play based learning and 286 00:17:45,320 --> 00:17:50,160 how it works and how children are engaged in what they're learning and interested in 287 00:17:50,160 --> 00:17:52,240 all the concepts they're learning. 288 00:17:52,240 --> 00:17:57,320 I think here I just want to give a couple of examples of what you could do to document. 289 00:17:57,320 --> 00:17:59,440 So you've probably heard of it. 290 00:17:59,440 --> 00:18:01,240 If you have not, it's kind of cool. 291 00:18:01,240 --> 00:18:06,100 Learning stories or narratives where the educator understands the children in their own practice 292 00:18:06,100 --> 00:18:11,120 have identified outcomes and suggested ways to build on the children's learning and development. 293 00:18:11,120 --> 00:18:16,920 So for example, taking pictures of the process or what has happened and then have the children 294 00:18:16,920 --> 00:18:20,400 describe the experience and why it's important to them and including all of that in this 295 00:18:20,400 --> 00:18:21,400 learning. 296 00:18:21,400 --> 00:18:27,680 Obviously photographs with captions or a photographic sequence like taking pictures all along and 297 00:18:27,680 --> 00:18:29,800 then putting it up together. 298 00:18:29,800 --> 00:18:33,840 Observations you can display your observations for the children and for the families to look 299 00:18:33,840 --> 00:18:34,840 at. 300 00:18:34,840 --> 00:18:36,400 So storytelling is another one. 301 00:18:36,400 --> 00:18:37,960 Imagine the portfolio. 302 00:18:37,960 --> 00:18:41,680 Remember a couple of minutes ago we talked about the portfolio. 303 00:18:41,680 --> 00:18:46,040 Looking at a portfolio or creating a portfolio of the children's learning through their time 304 00:18:46,040 --> 00:18:47,240 with you in that program. 305 00:18:47,240 --> 00:18:51,280 So whether that be a year or school age programs, we're super lucky because sometimes there's 306 00:18:51,280 --> 00:18:52,880 a few years that they come. 307 00:18:52,880 --> 00:18:57,920 In theory children can come to a school age program from age four or three I guess if 308 00:18:57,920 --> 00:19:01,880 you're in JK and age three all the way to age 12. 309 00:19:01,880 --> 00:19:06,360 We have the children for the most part of their lives. 310 00:19:06,360 --> 00:19:07,360 How incredible is that? 311 00:19:07,360 --> 00:19:12,680 And can you imagine having a portfolio from each year to look back on or bits and pieces 312 00:19:12,680 --> 00:19:15,200 from every year together in one portfolio? 313 00:19:15,200 --> 00:19:18,640 Yes, I know what you're thinking that involves work. 314 00:19:18,640 --> 00:19:23,880 But like I said, adding children or getting children to help do it would take also a load 315 00:19:23,880 --> 00:19:29,280 off you but also would not only take a load off you but would also contribute to the authenticity 316 00:19:29,280 --> 00:19:30,280 of the documentation. 317 00:19:30,280 --> 00:19:33,800 I want you to know that it's not always going to be perfect. 318 00:19:33,800 --> 00:19:38,640 I want you to know that sometimes you're going to create some sort of documentation for the 319 00:19:38,640 --> 00:19:41,960 children or for the families and it's going to go nowhere and no one's going to look at 320 00:19:41,960 --> 00:19:44,720 it or you're not going to think that it worked. 321 00:19:44,720 --> 00:19:48,760 But it's important because just because you don't think someone's looking at it doesn't 322 00:19:48,760 --> 00:19:49,960 mean the children aren't looking at it. 323 00:19:49,960 --> 00:19:52,960 Just because you don't think the families aren't reading it doesn't necessarily mean 324 00:19:52,960 --> 00:19:54,440 the families aren't reading it. 325 00:19:54,440 --> 00:19:58,440 I would also suggest that this is a great conversation starter at pick up or drop off. 326 00:19:58,440 --> 00:20:01,640 Hey, have you seen our photos from what we did the other day? 327 00:20:01,640 --> 00:20:08,880 Or hey, did Johnny tell you about the cool frogs we found and what that looks like or 328 00:20:08,880 --> 00:20:09,880 tadpoles? 329 00:20:09,880 --> 00:20:13,080 I'm on a kick because I want to get tadpoles or frogs and raise them. 330 00:20:13,080 --> 00:20:14,080 Or a duck. 331 00:20:14,080 --> 00:20:16,080 Anyways, that was a side note. 332 00:20:16,080 --> 00:20:17,080 Sorry. 333 00:20:17,080 --> 00:20:21,960 Overall, I really just want you to know that you can't really be wrong in documentation. 334 00:20:21,960 --> 00:20:27,520 If you're putting your reflective practices to use in involving the children, it's not 335 00:20:27,520 --> 00:20:28,520 wrong. 336 00:20:28,520 --> 00:20:32,240 I think the number one thing you should think about is what my old boss says, who you're 337 00:20:32,240 --> 00:20:35,160 doing the documentation for and the purpose of it. 338 00:20:35,160 --> 00:20:37,000 What are you documenting and why? 339 00:20:37,000 --> 00:20:38,600 And who do you want to see it? 340 00:20:38,600 --> 00:20:41,840 What do you want the people who see it to take away from it? 341 00:20:41,840 --> 00:20:48,080 And I also want to touch on that you should also make sure you include everyone in documentation. 342 00:20:48,080 --> 00:20:52,800 Obviously, not every child is going to do every project or be a part of every interest, 343 00:20:52,800 --> 00:20:59,560 but you should make an effort to make sure every child has documentation about them. 344 00:20:59,560 --> 00:21:05,160 That they are somehow included within documentation around the classroom because you want everyone 345 00:21:05,160 --> 00:21:06,840 to have that sense of belonging. 346 00:21:06,840 --> 00:21:13,840 I, like I said, I love documentation so wholeheartedly and I can really see the benefit of documentation 347 00:21:13,840 --> 00:21:19,360 and making learning visible and providing children with that ownership so that they 348 00:21:19,360 --> 00:21:23,440 can contribute to the documentation and so that they can see their learning happen. 349 00:21:23,440 --> 00:21:25,040 Really, that's my rant. 350 00:21:25,040 --> 00:21:26,040 That's my rant. 351 00:21:26,040 --> 00:21:27,040 My rant is over. 352 00:21:27,040 --> 00:21:28,040 Isn't that funny? 353 00:21:28,040 --> 00:21:30,880 I didn't have any questions from the last time except for the bird. 354 00:21:30,880 --> 00:21:32,480 I'm talking about the bird. 355 00:21:32,480 --> 00:21:34,280 So I don't have a question period. 356 00:21:34,280 --> 00:21:40,000 I do want to thank you as always for tuning in. 357 00:21:40,000 --> 00:21:46,440 If you're interested in a topic or you have an idea of something you'd want to hear, please 358 00:21:46,440 --> 00:21:47,960 feel free to reach out. 359 00:21:47,960 --> 00:21:49,520 I love chatting. 360 00:21:49,520 --> 00:21:52,800 If you're not following me on Instagram, you are missing out. 361 00:21:52,800 --> 00:21:55,360 So go, go do that right now. 362 00:21:55,360 --> 00:21:57,120 Miss Jamie underscore R-E-C-E. 363 00:21:57,120 --> 00:22:01,920 That's M-I-S-S-J-A-M-I-E underscore R-E-C-E. 364 00:22:01,920 --> 00:22:04,680 Check me out. 365 00:22:04,680 --> 00:22:08,080 I hope you have a fantastic weekend. 366 00:22:08,080 --> 00:22:14,080 I hope your week is going well and I hope you're enjoying May because it's almost over. 367 00:22:14,080 --> 00:22:15,600 How is it almost over? 368 00:22:15,600 --> 00:22:18,080 I will talk to you again in June. 369 00:22:18,080 --> 00:22:19,080 Bye everyone. 370 00:22:19,080 --> 00:22:22,080 Have a fab tabulous day. 371 00:22:22,080 --> 00:22:29,440 Thanks for listening. 372 00:22:29,440 --> 00:22:30,440 Thank you. 373 00:22:30,440 --> 00:22:31,960 Amazing listeners for your support. 374 00:22:31,960 --> 00:22:36,200 Don't forget to follow me on Instagram at miss Jamie underscore R-E-C-E. 375 00:22:36,200 --> 00:22:38,560 Give a star rating and leave a review. 376 00:22:38,560 --> 00:22:42,460 Have something you want to hear about in relation to before and after school programs or full 377 00:22:42,460 --> 00:22:43,460 day summer camp. 378 00:22:43,460 --> 00:22:44,460 DM me or comment. 379 00:22:44,460 --> 00:22:47,480 Again, thank you so much and happy learning.