Examining the NQS within Digital Documentation: Relationships with Children and Families (Quality Area 5 and 6)
Families are childrenās first and most important teachers. From birth, children are learning from those closest to them. When children enter the care environment, the educators within their early childhood centre will have a significant influence on how those children grow and develop. The relationships that exist within an early childhood centre play a crucial role in the educational outcomes that may be achieved.
Giving children a voice in planning their learning environment helps build mutual respect and strong positive relationships. There are many ways to document the childrenās voice and ensure that their ideas are listened to and responded to with the utmost respect. Within Kinderloop there are a number of ways to document childrenās voices. Regular posts may be highlighted using supplied images and tags. Childrenās voices can now be recorded in a variety of methods including text and video and posted directly onto the centreās Kinderloop. This allows educators and families to share ideas and allows educators to track childrenās input to the educational program.
Within the early childhood education environment, a number of educational outcomes are sought each day. This can be done through centre developed programs or externally sourced programs (for example, Playing and Learning to Socialise: PALS, or Munch and Move). These programs work best when children are able to explore the concepts they are learning at school with their family at home. Paper notes with updates are easily lost, and require educators to distribute to families. Using Kinderloop as a communication tool allows immediate sharing of up-to-date progress on educational programs being conducted, allowing families to follow up with children and provide reinforcement of concepts covered. It is also possible to see how many families have seen posts, making tracking the distributed information easy! Comments and feedback may be given by families in real time, when it is possible to families to take time to engage.Ā
This kind of engagement helps deepen relationships with children and families and helps to embed programs in everyday practice.
As a parent, I worry about my daughter when she is at school. As an educator I know that she is safe, learning and having a great time with her peers. I donāt always have time to pick up my daughter and check in with her educators. With Kinderloop, I am able to get a snapshot of her day just about every day. I feel closer to her educators and can give them feedback directly on the posts about things that have happened at home, current interests and developmental milestones. I donāt have to worry about missing notes or special event days because they are all there waiting for me when I check in to Kinderloop. I feel as though I am part of my daughterās time at preschool and have a much stronger relationship with educators than I would otherwise.
Relationships are the medium through which children learn all manner of skills; relating to social, emotional, linguistic and cognitive development. Building bonds across settings takes time and participation from all parties and, above all, communication. Kinderloop provides a two-way communication tool that will help support and strengthen relationships within early childhood care and education settings.
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Examining the NQS within Digital Documentation: Staffing & Service Leadership (Quality Area 4 and 7)
Staffing arrangements and service leadership mostly cover administration and policy areas of early childhood education and care services. These include important areas like educator-to-child ratios, ethical and respectful practice, continuity of care and striving for continuous improvement.
For educators in an early childhood setting, communication is a vital tool.Ā
With routines to be communicated and educators rostered over different portions of the day and sometimes in job sharing roles, it can be difficult to ensure that all educators are on the same page in terms of educational program provided to children, routines and family requests, and updates on changes to policies and procedure within the centre. Using Kinderloop, it is possible to create groups and tags that enable educators to quickly stay up-to-date on all changes that may occur on a day-to-day basis. It is also possible to utilise private posts to provide updates on routine changes that occur for individual children ā sharing this information between educators that need this vital information.
Ensuring to-do lists are updated and followed up upon is also easy using Kinderloop, as each educator may edit posts. For example, following a team meeting there may be a number of Work Health and Safety issues that need to be addressed. These may be posted privately to educators and tagged with āTo Doā and āWork Health and Safetyā so all educators are aware of tasks required. That post can then be edited as tasks are achieved and deleted as needed. This is a powerful tool for ensuring that all staff are on the same page.
Sharing interesting readings is an important part of ensuring continuing education of the educators within a centre. With Kinderloop, an educational leader can post articles for educators to read when time allows. Comments may also be added to posts associated with these articles, allowing for staff discussion in a safe forum while time allows. This is also a great way of posting preparation articles and agenda items for upcoming team meetings.
Continuous improvement must now be embedded into everyday practice within early childhood education and care settings. Ensuring that all educators have a voice in the quality improvement plan can be difficult, however, as this document tends to be prepared by the director, educational leader and room leaders. With Kinderloop each educator can make a contribution to ideas for the quality improvement plan by creating private posts and tagging āQuality Improvement Planā. This way when the director or educational leader is preparing the document, contributions are available from all educators, covering all areas of the centre environment.
As with all regulatory and compliance documents, security is paramount. Kinderloop provides high-level security for all posts. Families elect who may be invited to view their childās individual Kinderloop. And the centreās Kinderloop is protected by educators, with content remaining the property of educators. All accounts are password protected and best of all data is continuously backed up archived as needed.
Providing evidence of staffing and service leadership doesnāt need to be daunting, with Kinderloop it is easy to store a variety of vital information in one spot with specific grouping and search capabilities.
Grab your specific images mentioned in this article from here: Kinderloop Images
Examining the NQS within Digital Documentation: Health, Safety and the Physical Environment (Quality Area 2, 3)
Since its introduction, the National Quality Standards have raised the bar for facilities providing care and education for children. The task of documenting your centreās progress and engagement with the quality areas can be a daunting task for leaders and educators alike. Recording evidence, milestones, ideas and progress is easy with Kinderloop!
Providing evidence of regular health and safety checks of the learning environment can require a lot of paperwork. Kinderloop can be used to reduce the volume of paper used to document vital safety checks by laminating a master copy of checklists and taking a photo of them at the end of the week to post onto your centreās private Kinderloop. This reduces the storage required for these records and a quick tag means that they will easily be found for assessment and compliance visits.
Promoting each childās routine, sleep and eating habits may be easily and quickly shared with families using digital documentation. This fosters and supports strong and meaningful relationships with families and shares each aspect of the childās day with their families. Information about healthy lifestyles and eating habits may also be shared using Kinderloop and can help to further foster a sense of community. Why not post a healthy recipe that the children have been enjoying at the centre and invite families to share their favourite recipe?
Environmental intelligence starts in the early years of learning. A sustainability plan could be easily shared with families and educators using digital documentation, allowing for real time feedback and is a great step for reducing the environmental impact of sharing information with families. All areas of the educational program that relate to sustainable practice can also be tagged to allow for easy searching and tracking of projects and wish lists.
Giving the children a voice in their learning environment is a key step to empowering children to take a role in their educational journey. Providing children with opportunities to share their ideas and to create meaningful ways of tracking their exploration through project work can deepen the understanding and engagement in such products. Within Kinderloop, this may be achieved by creating groups or tags for specific projects. These can then be searched and viewed as meaningful documentation for the learning journeys children take when following their interests.
Mind maps can be a great tool for documenting the process of exploring childrenās ideas and possibilities for future planning (read more here). Apps like āSimpleMindā allow for expanding ideas through various branches and promote child and educator engagement, encouraging children to think outside of the norm. Using these in conjunction with Kinderloop allows for an expanding of possibilities on ways of recording childrenās ideas, and opens up possibilities for expressing ideas.
Creating specific groups can also help educators map their ideas for the learning environment and record the observed engagement of children in the areas already available to them in the learning environment. These groups can also be used with the assistance of tags to ensure that interests and areas of focus may be included in future planning for intentional teaching.
Childrenās health and safety and the physical environment are two very important quality areas within the National Quality Standards. Using Kinderloop enables educators to quickly and easily record vital information that will help map progress towards goals and record the voice and ideas of children within the learning environment, taking some of the stress out of providing children with high quality care and education.
Curriculum and educational program: Infinite possibilities!
In every child care educatorās day, there are a significant number of tasks to be completed: engaging in meaningful interactions with the children in our care, completing a myriad of routine tasks, observing the learning of children, and programming the curriculum for the interests and skills observed.
āCurriculum: in the early childhood setting curriculum means āall the interactions, experiences, activities, routines and events, planned and unplanned, that occur in an environment designed to foster childrenās learning and developmentā. [adapted from Te Whariki].ā Early Years Learning Framework.
In many educational settings, the term curriculum and educational program are used interchangeably. All decisions made in the development and ongoing analysis of the educational program may be influenced by the knowledge that educators gain from observing, analysing and assessing the learning, development and interests of the children in their care.
from āEducatorsā Guide to the Early Years Learning Framework for AustraliaāĀ
How each centre and educator presents their observations, planning cycle and curriculum can vary as much as the children attending our centres and will be influenced by the educatorsā philosophies.
How educators have planned for the learning of children has evolved from boxes with learning areas with activities changed daily, to mind maps following interests, to child-focused discussion groups to plan the learning environment and foster engagement.
With the emergence of digital documentation methods, gathering the data required for planning an educational program has never been easier (link to obs post). With your centreās own private Kinderloop, all observations are available to educators to observe and build into the educational program; encompassing the learning environment, intentional teaching moments and projects planned to extend upon interests and skills observed.
Representing the educational program is easy with Kinderloop. There are an abundance of ways to display the program being provided at your centre. Below are just a few ideas on how to display, document and review your curriculum.
Creating Specific Groups
The wonderful thing about Kinderloop is how easy it is to customise using groups and tags. It is possible to create a group for each roomās curriculum. Here educators can post photos of learning environments and add analysis and assessment either through editing the description on the photo or by adding a comment to the photo. Educators are able to add data to the comments if they see a child engaging with an educational area or add links made to observation posts made to individual childrenās Kinderloops.
Creating Mind Maps
Expressing the curriculum as a mind map is another popular option for documenting and assessing the educational program. To keep things simple, there are now apps for your iPad or Tablet which mean that brain storming can be completed on the run on your device!
(Created using SimpleMind)
The mind map can then be saved to your photos and quickly posted to your Kinderloop as either a public or private post. Evaluation can then happen in the comments section. It is also possible to upload documents to your private Kinderloop meaning that supporting documents can be added to your planning documentation.
It is the task of educators to ensure that all children are represented within the curriculum and planning cycle. This is done through observation, analysis and assessment of learning and engagement within the educational environment. How you document your learning program is completely up to you! The tools now available to educators mean that these tasks are getting simpler and the possibilities are only limited by your imagination!
Ok, so you have your chunk of time off the floor to do your āprogrammingā. What do I do?
For most educators this time is precious and jam-packed with expectations! Depending on the centre, educators may have a focus group of children that is their responsibility to observe and program for, or may make a contribution to each childās learning profile.
Generally the term āprogrammingā refers to documenting the learning journey of children. This may include completing observations or learning stories and providing some form of analysis on what has occurred within the observation. The educator will then provide an assessment of the learning, deducing a direction for future planning that may be incorporated into the larger educational program. Programming may also involve completing developmental or learning outcome based checklists that ensure educators are observing children with reference to typical developmental milestones.
Each educator will observe children in slightly different ways, using a variety of different observation types: jottings, anecdotal and running records. Formats and presentation methods for observations will vary from centre to centre and evolve overtime.
When I started as an Advanced Child Care Worker after completing my diploma, programming and planning occurred in the form of learning stories prepared for the families to see. Observations were completed in a full page format, with detailed observation, analysis and assessment of learning, with links to the āNSW Curriculum Framework for Childrenās Servicesā, including references to the various developmental domains of the child. Feedback from families was that they loved the pictures of their children but that all the text was too technical and not very interesting.
With the introduction of the Early Years Learning Framework, the focus of documentation and programming moved away from providing a product for families and towards meaningful and purposeful interactions with children. Programming remained a vital component of planning and providing an educational program for children, but the time spent per observation was reduced, allowing for more time spent engaging. There was still a lot of time spent writing out learning outcomes observed and having to cross reference ideas and observations through big piles of paper.
As I completed my Teaching Degree, I saw the introduction of digital documentation making programming simpler still. Observations can be posted to the centreās private Kinderloop quickly on the floor with children or in down times during the day and added to my programming group (see how here). In my programming time all I have to do is search for observations tagged with my group (generally private posts) and I can analyse and assess the learning of the children observed (either by editing the post or by adding my assessment in the comments section). I donāt have to write out the learning outcomes I have observed any more as it is simple and easy to add a tag to the observation. Developmental areas may also be identified and tagged, making it super fast to complete developmental checklists if required or complete more detailed reports that may be required for external sources (for example for primary schools in the case of those in their last year of preschool).
Linked families have access to all of the observations completed on their child in the form of public (white) posts with a small jotting. I am able to duplicate the posts seen by families and create private (yellow) posts seen only by educators, and add the detail I need to conduct an analysis of learning and development. These private posts can then include the centre based curriculum directions and follow up required under the National Quality Standard and may even include links to the Quality Improvement Plan of the centre, which is often not relevant to families.
Programming is a vital component of the day-to-day running of an early childhood education centre. It can be daunting; with limitless possibilities for representing the learning of children. Kinderloop allows for educators to streamline the programming process, limiting duplicating data and allowing for more time spent implementing the planned program with the children.
Planning
When it comes to planning, reminders are a great way to show links to your thinking in regards to observations set them up on a new online post or in the reminder tab. Another beautifully simple way to achieve this is simply to create a yellow (draft) post with your planning thoughts and tag it with the childās name and create a new learning tag called āPlanningā that way, when you either search for the childās name or the āPlanningā tag you will see your thoughts...
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For many the process of moving from a paper based system of observing and recording childrenās development is a daunting one. When examining the differences and similarities between paper based and digital documentation systems, the similarities far outweigh the differences and moving over is just a matter of a few simple clicks.
The National Quality Standard regarding observation documentation, programming and planning states that āEach child's learning and development is assessed as part of an ongoing cycle of planning, documenting and evaluation." How this is done is entirely up to the centre and educator. Paper based documentation has many formats (see picture for example) and these are often personalised depending on the organisation and centre requirements.
from āObservations and Reflections in Childhoodā by Diane Szarkowicz (2006) Thompson Social Science Press
Within paper based documentation systems there a few boxes that must be ticked:
childās name
date
observational data (jotting, running record or anecdotal record are generally used most frequently)
educatorsā assessment of learning
analysis and future planning.
When making the move over to a digital documentation system, the format may be slightly different but the content remains the same.
Using an app like Kinderloop makes observation recording and analysis simple and quick, with links possible right in the recording stage. It also makes observational records searchable and follow-up possible with the click of a button.
There are two types of posts possible within Kinderloop: public (white shading and viewable by families and educators); and private (yellow shading and is viewable only by educators). Depending on the policies and procedures at your centre you may be able to post your observation and analysis on a public post for parents to see, or you utilise the private posts for recording analysis and assessment of learning.
Recording an observation is simple:
⢠take a photo (if you desire) of the event being observed, log into Kinderloop and link the photo
⢠select the type of post you would like to create (send to parents or private),
⢠select the child you are observing and any relevant groups
⢠type in your observation, either at the time for a running record or later for a jotting or anecdotal record (sometimes paper notes are still handy to jog your memory),
⢠assign the appropriate tags for your observation (learning outcomes, developmental areas, child interest, intentional teaching etc)
⢠record your assessment of the learning (this can be done within the post or within the comments section after the post has been saved)
⢠record your ideas for follow up and addition to the learning program
⢠save your observation by selecting Post and your observational record is saved to the centreās Kinderloop.
The great thing about this observational record is that it can be quickly reviewed by all educators and is fully editable if you forgot something! Developmental records may be recorded and viewed on a device with the Kinderloop app or on a desktop or laptop computer using a web browser. Developmental records are securely stored within each centreās private Kinderloop and easily archived for storage in line with regulatory requirements.
In the ever-changing world of Early Childhood Education and Care, there are so many things that educators must adapt to on a daily basis. Moving from a paper based system to digital documentation can be an exciting adventure; reducing the time spent programming and planning for children, sharing childrenās explorations with families in real time and significantly reducing the environmental impact of documenting childrenās learning.
When the National Quality Standard was released, I read the support guide cover to cover. The term āeach childā jumped out at me. I began to ponder how we were ever going to provide evidence to assessment and compliance officers that we appropriately observed and assessed each childās learning and development as well as providing an educational program that considered āeachā child.
Quality Area 1
āAn approved learning framework informs the development of a curriculum that enhances each childās learning and developmentā
āEducators and co-ordinators are focused, active and reflective in designing and delivering the program for each childā
Ensuring that each child was considered when developing the educational program became a significant challenge and one that appealed to the list maker in me. I love a good checklist, spreadsheet or form that needs to be filled out so I quickly set about developing a range of tools that would ensure that each child was being observed across all developmental domains and that these observations were being used in the development and planning of learning areas and structured times within the learning environment.
With traditional observation and documentation methods, there was constant need for cross-referencing to ensure that all learning areas were observed and reported upon for each child. Analysis of the observations entailed examining data across a folderās worth of paper and at times seemed never-ending and incredibly complicated. More than once I have found myself confused at my own checklist and spreadsheet and wondering where on earth I had put an observation that has been recorded but is now missing! Documenting learning links in traditional documentation is also complex and requires linking across a variety of document types in various locations.
With Kinderloop, all of these complex links, analysis and consideration in programming and planning became so simple. With all the data in one place and searchable, I found myself no longer missing observations and not even really needing my spreadsheet to ensure equality across the children in my care! Linking observations to the program and learning outcomes became as simple as adding a tag to a post. Developing the educational program with consideration for each child became a matter of simply looking up a specific group and the tags within.
The best part about this new form of documentation is that it is completely customisable, each educator within the learning environment can use it in a way that makes the most sense to them, altering and adding new tags, creating different groups and adjusting analysis and assessment of learning within the comments section.
Then came the ultimate checklist: Kinderloop health! This amazing feature is a statistic loving educatorās dream come true. This feature gives you a run down of how many posts have been made per child, who may need a few more posts, which learning outcomes are the most popular and which need to be examined a bit more. It is possible to see at a glance the number of posts for children within the entire centre and within an individual educatorās observational group - no more spread sheet, no more checklist; everything you need in one place for ease of assessment, analysis and linking!
As everything is located centrally, for assessment and rating or spot check it is easy to share information with assessment and compliance officers. It couldnāt be more simple to ensure that āeachā child is being considered in the development of the learning program and that it this achievement is documented for assessment.
Early childhood education and care is an industry governed by regulation. These regulations are vital to ensure the safety of the children entrusted into our care. With regulations come paperwork and documentation used to evaluate each early childhood setting in line with the National Quality Standards. Along with new quality measures have been emerging digital documentation tools. So why use Kinderloop?
Efficient Recording
Every educator on the floor with the children or in the office finishing admin tasks is time poor. Kinderloop has a simple interface that allows educators to achieve multiple tasks in minutes, for example;
record developmental information about children, including observations and assessment of learning,
share information with parents about the latest centre event then
record the follow-ups required of staff after the recent staff meeting.
All of this vital recording is possible with one app, saving time on each task!
Each centre is different, with diverse needs so it is important to have flexibility within your recording system. The options are limited only by the creativity of the educational team; unique tags can be created to ensure efficient searching, groups can be used to allow educators to track focus groups, and posts may be made accessible to parents or posted privately for educator assessment and analysis. For more customisation features check out the amazing videos by Michelle (http://kinderloop.com/help.html).
When it comes to the assessment and rating visit, just create a special account for the A&C Officer and they can access your Kinderloop and review all of the wonderful evidence you have gathered!
Amazing Family Engagement
Always have trouble catching little Jessās parents at the end of a busy day? Parents are now able to their childrenās daily achievements in real time and comment immediately from their mobile device. Kinderloop gives families a real sense of belonging to their childrenās day and enhances the community spirit surrounding the centre.
New features are added regularly that help further support family engagement! Families can now create posts and share events from the childās time at home with the educators at the centre, completing the sharing loop and further strengthening bonds between educators and family.
Community Support and Feature Requests
Early childhood educators are busy. Kinderloop has created an online community to provide support to these educators across various sites across the world. Within this support community exist some truly amazing ideas! One fantastic examine is: Want a better way to record your daily yard check? Just laminate your daily yard check record, use a whiteboard marker to sign your record then take a picture and post it to your Kinderloop as a private post with a custom tag! No more folder full of paper and easy to check for Assessment and Compliance!
The amazing support team at Kinderloop are always ready to answer questions and respond to feedback and are constantly adding new simple features to the app and website; just check out their Facebook page for upcoming updates!
Privacy
Most important to early childhood educators is protecting the children entrusted into our care. With each private Kinderloop created, the educator owns the content and invites the family to see updates that both relate to the child and the service. This ensures the upmost security and privacy is upheld and means that images cannot be shared anywhere on social media and invitations are managed by the educator, with written consent by the parent.
As an early childhood educator and parent this feature is key as it insures that content is protected by educators, that group photos can be shared with confidence and that assessment and evaluations of development may be stored securely and shared with families as appropriate with the required context.