Competent Children Assessing Well-being and Learning Processes Good morning We are: BG and KK We are assistant professors in Iceland University of Education Here we will introduce a research conducted in an Icelandic preschool were the curriculum emphasises emotional literacy. Here we will explain the background of the study, it's purpose, the theories supporting it, the methods and preliminary findings. Kristín Karlsdóttir and Bryndís Garðarsdóttir Iceland University of Education EECERA PRAGUE - August 2007.

Young children in Iceland Children attending preschool in 2006 33% of one year old children 90% of two to five year old children The present debate is about what kind of learning is needed for five year old children, what is the goal of education for this age group and were it should take place In Iceland majority of young children attend preschool, five days a week a full day (8 hours). * In 2006, 33% of one year old children attended preschool and 90% of two to five year old *In Iceland the present debate is about what kind of learning is needed for five year old children, what is the goal of education for this age group and were it should take place

The purpose of this study To explore and assess children’s well-being and learning dispositions in preschool To examine and develop further a method Carr and her colleagues developed to assess children’s well-being and learning dispositions *Was to explore and assess children’s well-being and learning dispositions in preschool *To examine and develop further a method Carr and her colleagues developed to assess children’s well-being and learning dispositions

The theoretical underpinning Socio-cultural theory - children’s learning is mutually constructed by the social context and the child’s personal factors Post-modern perspective - the child is seen as a competent, strong individual making knowledge in co-construction with other human beings The theoretical underpinning of the research comes from two lines of thought Socio-cultural theory – were children’s learning is seen as mutually constructed by the social context and the child’s personal factors. And Post-modern perspective - the child is seen as a competent, strong individual, making knowledge in co-construction with other human beings

Assessment methods To be able to assess complex learning practitioners in New Zealand have: Developed an alternative assessment practices Documented childrens learning stories Assessed children’s well-being and learning dispositions (Carr, 2001) Lesa her: Margaret Carr (Carr, 2001: 20), together with a group of practitioners in New Zealand has developed an alternative assessment practices. To be able to assess this complex learning they have developed a method to assess children’s well being and learning dispositions

Assessing childrens: Well-being – supporting children’s self-respect, prestige, power, strength and esteem Learning dispositions - children construct a new identity, by taking an interest, being involved, persisting with difficulties, communicating with others and taking responsibility (Carr, 2001) Carr and her colleagues define the concepts in the following way: *Well-being – supporting children’s self-respect, prestige, power, strength and esteem *Learning dispositions - children construct a new identity, by taking an interest, being involved, persisting with difficulties, communicating with others and taking responsibility (Carr, 2001)

Method Research team - two researchers and two preschool teachers and a group of children Observation, documentation and reflection Children’s learning stories documented Learning stories analysed using Carr’s five domains of learning disposition (Um muninn á eigindlegum og megindlegum rannsóknum) In this study information was gathered by multiple methods among those observations and documentation. Children’s learning stories were documented by the researchers in co-operation with teachers and 4-5 year old children. The learning stories were analysed, discussed by the research team and using Carr’s five domains of learning dispositions.

The Social culture of the setting Children and adults influence the social culture of the setting, e.g. adults can either be controlling or supporting Children are aware of the differences of roles and routines in different places and relations (Carr, 2001) Children can influence the social situation by changing their way of participating (Carr, 2001) Now we will reflect on some findings and discuss examples from the study. Everyone in a setting influences the social culture of it. The learning stories make visible these different learning processes and patterns. For example one and the same setting can be quite different depending on the people present. According to Carr Children are aware of the differences of roles and routines in different settings. And – can influence the social situation by changing their way of participating. Now some examples of this are described.

Example from the social context Anna (teacher) often was supportive towards children if they were insecure. Hlín (girl) was working with dough, putting it around a hot dog, but could not cover it. She struggled with the dough, became frustrated and said: “this is too little” (with an anxious, complaining tone in her voice). Anna: “O, I am sorry, sometimes we, the adults, can be a bit clumsy, we do not give the children enough dough. You will just have to ask for another smaller part of the dough. Here you are, have an extra piece”

Example from the social culture Edda (girl) stands up from her chair, moves it around the table and crams the chair beside Hlín’s (girl). Tinna (ass.teacher):“This is forbidden,you can’t do this”. Edda explains that she and Hlín are working together, that´s why they have to sit beside each other. Tinna:“This is not allowed…you can as well sit were you were” Edda tries again: “You see I´m looking for yellow pearls for Hlín, so it´s much easier to be at her side”. Tinna repeats: “Move your chair back” Edda does not move, Tinna moves the chair back were it was before. Nothing happens for a while. Edda stands still, looks down, and does not move. Then her friend, Hlín, comes to her rescue and suggests: “Edda, I know what we can do” She picks up an empty box and shows Edda “You just put the pearls in the box then you can push it over to me” 1. Lesa dæmið á skjánum According to Carr children can influence the social situation by changing their way of participating, she says that children are aware of the differences of roles and routines in different places and relations (Carr, 2001). (Túlkun á báðum dæmum) First we saw Anna an experienced preschool teacher who skilfully supported children’s autonomy and valued children’s interests, involvement and communication. Then again there was, Tinna, the young inexperienced assistant teacher who met the children by being the one in control. In the second example the girls, Edda and Hlín, tackled the situation beautifully, Edda tried to discuss and explain her point of view as she had probably learned under other circumstances and in the end Hlín came up with a solution which worked.

Different views Researchers learning stories describing children's strengths and capabilities Preschool teachers are either aware of children's problems – or children are seen as role models – brilliant kids! *In this study the project of observing and documenting children’s learning through the lens of looking for children’s strengths and capabilities was powerful for the researchers The teachers view was a bit different. From the documentation two different views appeared Lesa af glærunni In this setting the preschool teachers have a very good overview of the children. They are concerned about their roles as those who support children’s knowledge and skills, as well as their emotions so that they are better prepared for their current experience and the next level of schooling. But either they are aware of children's problems or they see the children as role models. The following are examples on that.

Competent children Researcher Sif (girl): active, helpful, interested in many things, involved, often trying to help others, talks sensibly, perspective Preschool teacher Sif (girl): bossy, interfering with things that do not concern her, just always trying to be as good as the next person Ath – sleppa þessari glæru The learning stories show a girl that is *active, helpful, interested in many things, involved, often trying to help others, talks sensibly, perspective/has overview. In the reflection meetings the preschool teacher described the same girl as *bossy, interfering with things that do not concern her, just always trying to be as good as the next person

Competent children Researcher Birta (girl): calm but active, adapts easily and starts quickly to work when taking on a new activity, active in communicating with others, aware of rules, tries to negotiate when faced with conflicts Preschool teacher Birta (girl): clever but not popular among the other kids, clingy, lack of ability to concentrate, and always telling on children The learning stories show a girl that is *calm but active, adapts easily and starts quickly to work when taking on a new activity, active in communicating with others, aware of rules, tries to negotiate when faced with conflicts In the reflection meetings the preschool teacher described the same girl as * clever but not popular among the other kids, clingy, lack of ability to concentrate, and always telling on children

Competent children Researcher Breki (boy) active, positive, many friends, good-humoured, popular, competent socially, self-confident and aware of his strengths, goes to the edge Preschool teacher Breki (boy): very competent, skilful, good role model, “the best of boys” The learning stories show a boy that is *active, positive, many friends, good-humoured, popular, competent socially, self-confident and aware of his strengths, goes to the edge In the reflection meetings the preschool teacher described the same girl as * very competent, skilful, good role model, “the best of boys (Samantekt á síðustu þremur glærum) In these examples researchers and teachers views are different. The researchers are describing children's competencies, the teachers also see other sides of the children either as being problematic or being good role models.

Conclusions - reccomendation Focusing more strongly on children’s strengths and competencies‘ and keeping problems more in the background. Starting to document regularly the preschool teachers would open up to a new view of understanding children and their capabilities But when the teacher documented her self and reflected on the boys play, she realised that she had seen sides of them that she had not noticed before In Carrs words: “Practitioners can become increasingly skilled at recognising “critical” moments and memorising the events while jotting down children’s conversations. By doing that, assessment can become less likely to take them away from the “real” action of teaching and enjoying working with children” (Carr, 2001, p. 18). That is why we recommend…..Lesa af glæru

Conclusions Children as skilful communicators, capable of finding solutions and tackle with various situations in the social context Whether it is due to the preschools emphasis on social- and emotional competencies can not be argued at this stage of the study Documenting children’s learning stories is useful for researchers when the focus is on children’s strengths and capabilities Practitioner’s reflection and their documentations would add to the value of the assessment method, not only for the purpose of this study but also for support of learning processes in the setting These are our preliminary findings. In this study the results show children as skilful communicators, capable of finding solutions and tackle with various situations in the social context, as we saw Sif and Birta do. Whether it is due to the preschools emphasis on social- and emotional competencies can not be argued at this stage of the study. According to the results documenting children’s learning stories is useful for researchers when the focus is on children’s strengths and capabilities. The researcher’s assumption is that practitioner’s reflection and their documentations add to the value of the assessment method, not only for the purpose of the study but also for support of learning processes in the setting.

Thank you! Mynd and thank you