Observation, Assessment and Planning - Documenting learning

Adult:

I mean this was very intense, wasn't it. It was just documentation so you sort of had to tunnel vision that you're documenting but this one what's happened is that, all we got the camera handy and we're doing work and we're working with the children, snapshots of the children's learning, straight from there and this was one of, a snapshot of this, er, we did the display with the children about how they felt, this was the settling in period and the process of how they print it out and they were actually involved in the display making, from that it went on to, erm, children were interested, practice and sharing together, erm, these are not our group children, these are the red group children so we shared it with the staff and said look how they're interested in these and how they're settling in with the photographs and how they like having photographs taken, from that it grew into, erm, making their own self portraits on the clay and on the play dough and the teacher from there took on from that documentation, we use these as a provocation, these photographs and children took on from that, making their own little self portraits, so it's a very good tool to share information with other staff because not all the time you know what the children are doing, you know the rooms you're with children so if staff have documented something they'll bring it over to you and say look we've documented this and if sometimes you haven't got this handy, I'm always walking around with a little post-it in my pocket, making little notes because you've got the photographs, you've got the key vocabulary, you've got the key information that they sit down and do that.

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