Documenting Children’s Learning in Early Years
Focus and context
Assessment AS Learning
Our pupils and staff help to set their own learning goals.
Our pupils and staff identify and reflect on their own evidence of learning.
Curriculum area(s): Cross-curricular, Pre-school
Project summary
This large-scale ASG in Angus comprised 28 early years centres catering for a range of socio-economic groups in various rural and urban communities.
The main aims of the project were to:
- review and update the planning, processing and recording of assessment systems
- promote personal learning planning
- profile continuity and progression in children’s learning
- value parental contributions.
Pre-school staff worked together to research, trial and implement a range of documentation strategies that would more effectively support children’s learning. The project offered participants scope to experiment with new methodologies to both enhance learning and teaching and improve the transfer of information at transition to primary. It also gathered evidence from different sources, including mind maps, diaries, personalised wall space, group learning folios, voting systems, learning stories and the voices of parents, children and practitioners.
Case study extract
Impact on the children
Children are much more involved in the planning process. They are more engaged in their learning - play is more purposeful and meaningful.
Learning has become more visible leading to a more dynamic, responsive and interactive learning environment.
One of our original pilot centres wrote:
- how capable, knowledgeable and resourceful children are
- how children engage emotionally, intellectually and aesthetically as they solve problems and make meaning in learning groups
- how documentation can support group learning.
Impact on parents
Parents report that they have a better understanding of how their children learn and are more involved in the planning process.
The key principle of the documentation approach is ‘to value parental contributions’ and to use the information to inform next steps in learning. This is achieved through:
- actively promoting and encouraging parental partnerships
- involving parents fully and effectively in their children’s learning
- making learning more visible through the use of wall panels, learning stories, children’s diaries, etc.
Parental responses to this approach have been extremely positive. Comments include:
‘The diary system gives information about what happens at playgroup. I like hearing about what [my child] does when I’m not there. It’s obvious that the staff really take time to listen to each child.’
‘The book is an excellent way to share in the child’s learning story. It will be treasured for years to come.’
Impact on the educator
All staff involved in the programme report that they know their children better and have a clearer understanding of how they learn. They also report that they listen much more carefully and deeply to children and consider their views, ideas and concerns more fully when planning next steps in learning.
The role of the educator has been reviewed:
- To support the development of children’s learning, creativity and imagination by providing opportunities to explore the world around them.
- To take an active role in children’s play by respecting what children already know and instigating conversations and discussions to extend and develop learning.
- To decide on what opportunities and possibilities to offer children the next day based upon that day’s observations, documentation and consultation.
Points to consider
- In this case study very young children were able to assist in planning their own learning opportunities. To what extent do you display assessment information in your establishment to help children plan next steps in their learning?
- Gathering evidence and compiling folios to support personal learning planning for every child could have implications for time management and curricular coverage. How might children be more actively involved in providing and collecting evidence of their own learning?
- In relation to documenting children’s learning, which of the ideas outlined in this project do you think you could incorporate into early years practice in your centre to take account of parents’ role as co-educators?
Contact details
If you would like further information on this case study, please contact the local authority assessment co-ordinator. You can find contact details for each authority area on our local authority co-ordinators' contacts page.