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Stories of education and learning in day care

Beobachten, Auswerten und Lerngeschichte schreiben.

This article is about the professional observation and its evaluation using the New Zealand model of education and learning stories, which are called “learning stories” there.

In order for us to be able to make the child’s educational processes visible, free observation must first take place in order to record the child’s daily activities, which are then linked to the five learning dispositions

  • To be interested in
  • Be committed
  • Persevere in the face of challenges and difficulties
  • Express yourself and communicate
  • Participate in a learning community and take responsibility

to be analyzed.

Only after the observation does a collegial exchange about the observed child follow, in order to be able to take into account further information, influences and the like (recognize common threads).

After we have completed the three observations and the collegial exchange, the last step is a learning story, which is read together with the child. Especially with the learning story, it is important to ensure that it is formulated in a way that the child can understand. Attention : The impression should not be given here that in the case of educational and learning stories, a total of three observations by one person are always necessary. Ideally, different specialists carry out the observations in order to reduce subjective influences. Theoretically, the observation method can also be carried out with just one observation.

The education and learning stories have similarities with the Leuven engagement scale , but should not be confused with one another or even considered the same!

First observation sheet

Child’s name:M
Age:5;3
Date | Time: 04/27/2022; 08:24 – 08:28
Observer:Goetz
General information on the observation sheet

observation

Description of the initial situation

M. is in the studio of the group room during free play. Also at the table are J. and A.

Description of the course of action

M. is sitting at the table in the studio of the group room. J. sits on the left and A. sits on the right at the table. M. has a white A4 sheet of paper in front of him and folds it with both hands. During the folding, M. says in a strong voice: “Nozzles Nozzles Nozzles”. M. folds a paper plane without a break. J. looks over at M. and says: “He’s grown up this time.” M. turns left to J. and replies: “That’s my jet fighter and I’m going to fly it into space!”. A. turns to M. and looks at the paper plane. M. suddenly gets up, takes the paper airplane in his right hand and runs from the studio towards the entrance area of the group room.

Meanwhile, he makes parabola movements with the paper plane in his hand. An educator calls to M.: “M., don’t run!”. M. then looks at the teacher and says: “I know!”. At the same moment, M. turns 180 degrees around his left axis and runs back to the studio to A. and J., who are both still concentrating on painting. M. calls loudly: “J. Look at that, that’s my paper plane and it’s going off like a rocket!’. J. lifts his head and turns right towards M. He says: “Boring. I’m also building a paper plane, but it’s going to be colourful!”. M. then looks at J. for 10 seconds and goes to the studio’s material shelf without a word. There M. takes a blue and red pen with his right hand. M. goes to the drawing table with these pencils and sits down.

Analysis of this observation according to learning dispositions

To be interested in:M.’s interest in this observation lies in airplanes and paper airplanes, in order to be able to take off (into space) with one engine.
Be committed:M. makes noises while flying and moves the plane according to his imagination. He expresses his destination (space) and knows that he needs energy (“jets”) for this. Furthermore, M. started running as soon as he got up and even had to be “slowed down” by a teacher.
Persisting in the face of challenges and difficulties:After J. called his paper plane boring because it didn’t have any paint, M. didn’t think twice and went to get pens to paint his paper plane too.
Express yourself and communicate:M. speaks to himself in a strong voice while making paper airplanes (nozzles, nozzles, nozzles…). M. also talks to J. and A. while they are doing handicrafts in the studio. M responds verbally to the educator’s reaction, but does not change his behavior.
Participate in a learning community and take responsibility:M. responds to J.’s objection and “improves” his paper plane with additional color. So he responds to J.’s ideas and lets him have his say.
Analysis of the 1st observation

focus of this observation

M. builds paper planes during the free game and moves them in parabolas. In doing so, he unconsciously uses physics, which is covered by the educational area of scientific and technical education. The handicrafts of the paper plane and in particular the colored design with colored pencils affect the educational areas of mathematical education and musical-aesthetic education.

M. enters into a dialogue with J. and an educator during the observation. The verbal and non-verbal exchange affects the educational areas of language and communication as well as social, cultural and intercultural education.

The free play time was too short to be able to offer M. sufficient room for developing his interests, since the free play time ended shortly after the observation (the plane was not tested and was not finished painting).

Second observation sheet

Child’s name:M
Age:5;3
Date | Time: 04/27/2022; 09:36 – 09:39
Observer:Goetz
General information on the observation sheet

observation

Description of the initial situation

M. is in the studio of the group room with X. and I.

Description of the course of action

M. is sitting at the painting table. X. sits to his right and IM to his left talks to X. about pictures and says: “My mom paints nicer pictures.” X. answered immediately afterwards: “No, my mom paints better.” Both look at each other and laugh at the same time. M. takes a sheet of paper in front of him in his right hand. He looks at it briefly and puts it back on the table after 5 seconds. He then grabs a red pencil with his right hand and using the pincer grip. With this he draws circles on the sheet, one larger and one smaller. A total of 9 times. Meanwhile, I. gets up and goes to M. and asks: “Do you have the bag?” M. looks at I. and doesn’t react. I. keeps looking at M. Then M. picks up the bag on the table, turns to I. and says: “Here is the bag. That’s how it works! I. rips the bag out of M.’s hand and runs away. X. then starts to laugh out loud. M. looks at X. for 3 seconds and then runs after I.

Analysis of this observation according to learning dispositions

To be interested in:M.’s interest lies in this observation while painting pictures.
Be committed:M. draws circles of different sizes on his piece of paper repeatedly (nine times in total).
Persisting in the face of challenges and difficulties:This observation shows no resistance to challenges and difficulties.
Express yourself and communicate:M. conducts dialogues with X. about pictures and her mother’s painting skills. Both laugh together. M. also reacts to I.’s question and can react to it adequately.
Participate in a learning community and take responsibility:M. helps the younger I. to look for the bag. He doesn’t just want to give the bag to I., but also explains where the bag opens.
Analysis of the 2nd observation

focus of this observation

M.’s painting touches on the educational field of musical-aesthetic education. M.’s communication between him and I. as well as X. touches on the educational area of language and communication.

The free play time without targeted supervision in the studio was not ideal for M. This situation did not contribute sufficiently to enable M. to pursue his interests.

Third observation sheet

Child’s name:M
Age:5;3
Date | Time: 04/27/2022; 10:21 a.m. – 10:25 a.m
Observer:Goetz
General information on the observation sheet

observation

Description of the initial situation

M. is in the construction area of the day care center with L., V., F. and A. during free play.

Description of the course of action

M. sits with L. and V. around the Lego bricks in the middle of the building space. V. says to T: “Do you know what a big pack I have?” M. replies to V.: “Do you know what a big room I get? Huge!”. M. then stands up, takes a Lego plane in his right hand and turns around in a circle to the right. Here M. raises his arm up and down. M. says while turning: “We’re taking off, let’s go!” After 4 turns, M. sits cross-legged again and puts the plane between his legs. M. then yells: “Aaaahh and ui ui ui!” M. quickly gets up again and flies the plane out of the construction area into the hallway. M. shouts: “I’m flying away from Earth, with jet propulsion and rocket propulsion!”. V. and L. look at the door of the construction room. M. then calls out in the hallway: “Ui Ui Ui” and runs back into the construction room directly to V. and the Lego box. M. asks V. standing: “Shall we run a race? You know, I have a protective shield.” V. then says to M.: “Let’s go!” V. then gets up and stands next to M. V. runs out of the construction room into the hallway without saying anything. M. runs after V. and makes “Ui Ui Ui noises”.

Analysis of this observation according to learning dispositions

To be interested in:M.’s interest in this observation lies in airplanes and rockets in order to be able to fly/take off with them.
Be committed:M. varies and differentiates his actions with the Lego plane. He flies different routes (in a circle & out of the construction space) and makes noises (Aaaah and Ui Ui Ui). M. also expresses his exact intentions with the plane (I’m flying away from Earth…).
Persisting in the face of challenges and difficulties:This observation shows no resistance to challenges and difficulties.
Express yourself and communicate:M. talks to V. and exchanges ideas with him (do you know what kind of big room I’m getting?). M. also accompanies his game in his own words. M. speaks clearly and full of energy.
Participate in a learning community and take responsibility:M. interacts with V. and both agree on a game (race). The exact course of the game is not known (V. runs without saying anything and M. is still waiting). Nevertheless, M. can accept V.’s other idea and get involved with V.’s starting rule (he then also starts running).
Analysis of the 3rd observation

focus of this observation

Here M. learns about the effects of scientific laws (gravity & centrifugal force) and applies technical knowledge (kerosene/jet propulsion) to achieve his wish (flying/take off). Here, the educational area of scientific and technical education is affected.

M. also communicates with V. during the free game and he also shares his ideas/wishes with him (Shall we run a race?). This communication affects the educational areas of language and communication as well as social, cultural and intercultural education.

The free play situation in the building space offers M. sufficient room to develop to pursue his interests. The adjoining corridor offers a longer corridor to be able to take a faster flight. The Lego material offers many opportunities for diversification of the planes. The time in the free play area was also sufficient until lunch at almost 2 hours.

Form for collegial exchange about the child’s learning

Child’s name:M
Age:5;3
Date: 27.04.2022
professionals presentGoetz, Mueller, Maier, Schultz
General information on collegial exchange

Various observations and impressions

M. feels very comfortable in the day care center. He plays very often with H. and A. in free play.

M. has precise ideas about airplanes, rockets and space. What we find particularly interesting and impressive is that M. analyzes the aircraft he has built in a scientifically oriented manner. He tests the flight distance of his different constructions by throwing them out of the 1st floor window. As a result, he keeps coming up with new hypotheses.

M. also likes to play with Lego. Here, too, he shows an interest in design and building. It is interesting that Lego spaceships are in the foreground. In comparison, when doing handicrafts and folding paper, it is mostly planes/airplanes.

In the construction area, M. and V. built a space station. Both of them have always integrated new ideas and everyday objects. It was interesting to see how M. thought of a garage when building the space station and talked about his father’s car. We would never have thought of such a combination and connection (space station & garage).

Ideas for next steps

We have decided to let M. into the construction area together with V. more often. We will also see if we can find more building instructions for planes or rockets. We will also change the material for construction (cardboard instead of A4 paper). When the opportunity arises, we can set appropriate impulses, for example when measuring the range of the planes and encourage the use of the measuring wheel to measure the distance precisely.

A targeted offer on the subject of magnetism or the cosmos would also be appropriate in view of M.’s current interests. The magnets in particular could strengthen knowledge about scientific phenomena, because M. very often talks about taking off and that he needs kerosene (energy) for this. You can build on this and convey that there are also other forces such as gravity.

learning history

Dear M.,

Today we were in the studio together. There you showed me the pilot book with a lot of motivation. You could quickly open the page with your favorite plane, which you call “flying rocket”. I was very enthusiastic about how much fun you were able to explain the respective construction steps to me. Now we can finally build and fly a “flying rocket” together. H. and A. also watched you with curiosity as you built your plane.

Do you remember how in the end H. and A. wanted a plane like that too? Without even asking, you both built your “Flying Rocket”. I thought that was great and you were very proud of yourself.

After the morning circle you and V. went to the studio again. You talked about flying and taking off. I can still remember a sentence you said full of energy to V.: “We need jets and kerosene to take off from the earth.” V. then said to you that you were flying into space. It was nice to see you both looking at each other and starting to laugh.

You quickly ran to the closet and got a piece of paper with a pen. Without thinking you started to paint. V. stood next to you and said: “We need rockets and a tip.” You started painting without hesitation. After a few minutes your rocket was already painted. Full of joy you called me to you and V. and explained the painted rocket to me.

Together we then decided to do a rocket day next Wednesday to test our “flying rockets”. It had been a very nice day

your educator Sebastian.

Pattern design of a learning story

sources

citation suggestion

Götz, S. (2022). Educational and Learning Stories. Observe, evaluate and write learning history. ISSN: 2748-2979. Accessed 05/20/2022. Available at: https://krippenzeit.de/bildungs–und-lerngeschichten/

Sebastian Götz
Sebastian Götzhttps://krippenzeit.de
"Ich lerne für den besten Job der Welt und möchte euch hier auf Krippenzeit daran teilhaben lassen."
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