Use of the paper-based portfolio within the ECE setting

Most of the respondents indicated that they regularly refer to the portfolio within the ECE setting (8/12 respondents). The other four teachers noted that they did not do this very often. The most common way the portfolios were used by the teachers in the ECE setting was with the children. This was to build on an interest or to revisit learning that had occurred in the past. The teachers also used the portfolios to get to know the child better, particularly if they were not the key teacher for that child. They shared the contents of the portfolio with other teachers to extend their own professional

88 growth and development, as noted above by Waimarama. Two noted that they used the portfolio as a marketing tool with prospective parents. This was to show these families the type of assessment undertaken at the ECE setting. Significantly, only three teachers noted that they looked at the portfolios with parents and whānau, and only when there was a particular story that they wanted to point out. This is surprising as the teachers had acknowledged previously that parent and whānau engagement with children’s assessment was important and was something that they were trying to foster.

Table 5.2 The way teachers use the paper-based portfolio in the ECE setting (data from Initial Survey, coded responses)

Teacher Share with

children (interest, revisit learning) To get to know child better Discuss with other teachers and inform planning Share with parents and whānau As a marketing tool (with prospective families) Check that portfolio is up to date Stephanie  Katrina  Robin  Erica      Waimarama    Georgina  Leslie      Sandra   Eilish   Marie  Joanne  Fadimo  Total 9 3 4 3 2 3

Most of the teachers (9/12) used the portfolio in multiple ways, and on many different occasions. Erica used the portfolio in many varying ways at different times. She used it with children most often, to make connections about particular learning or interests, on a daily basis. Discussions with teachers about the Learning Stories would occur on a weekly basis. She would tell parents and whānau about something she was going to write then show them when it was added. When parents asked questions about their child’s development Erica was able to use the portfolio to illustrate the learning that had been happening.

89 Finally, she would use the portfolios occasionally to demonstrate the assessment practices of the setting to a potential family.

I revisit children’s learning to make connections over time, from teacher to teacher on a weekly basis when I am writing Learning Stories. If I am adding something in the first instance I will share verbally with family and then follow up when [the] story is published on a weekly basis. I use [the portfolio] to advocate for children’s learning when I have queries from a family on a monthly basis. I use [the portfolio] as a tool for explaining assessment practices to prospective families as required. On a daily basis when on the floor with children I use [the portfolio] as a tool to revisit their learning, for the child this is a self-assessment tool (Erica, teacher, Initial Survey, July, 2013).

Revisiting learning with children was mentioned by just over half of the teachers (7/12), with six noting this as an important function of the portfolio. They commented on how this was a way to “share past learning experiences with the child” (Waimarama, teacher, Initial Survey, July, 2013) and how this revisiting is useful for “using the portfolio with the children to explore learning that has gone before” (Eilish, teacher, Initial Survey, July, 2013). I was interested in what ‘revisiting’ actually meant to the teachers and how the teachers used this to inform further experiences for the children. I included a follow-up question in the Midway Survey to investigate the concept further. The responses in the Midway Survey showed the importance the teachers placed on revisiting learning with the children and how the portfolios are an important tool in this process. They were able to articulate clearly the benefits of revisiting children’s learning. Robin noted that “children can look at stories and remember, retry and extend their past experience” (Robin, teacher, Midway Survey, February, 2014). Stephanie made links to Te Whāriki, New Zealand’s early childhood education curriculum:

Within the New Zealand early childhood curriculum it underlines the importance of children revisiting the learning that happens over time. Portfolios are a way that children can do this through reading stories with adults and looking at pictures. To revisit for the child might mean that they see progress, perhaps see themselves as learners and are aware of their learning journey (Stephanie, teacher, Midway Survey, February, 2014).

The teachers noted the importance of children having access to their portfolios at any time to enable them to revisit their learning when they wanted to. During the observations undertaken at the setting I witnessed the children

90 freely taking any portfolio when they wanted to, not always their own. Often they would seek out the child whose portfolio they had to look at it with them. Leslie noted the importance of having the portfolios accessible to children:

Our paper-based portfolios are currently placed on a shelf accessible to children at any time. Children spend time revisiting their learning and moments within the pages and share them with other children, teachers and families. By revisiting their learning children are able to see themselves in terms of their interests, their strengths, moments in play with others, moments of discovery or courage, and their creative work (Leslie, teacher, Midway Survey, February, 2014).

What did the teachers mean by ‘revisiting learning’?

The teachers considered that going back to the portfolios and looking at them withsomeone else (child, teacher, parent or whānau member) meant that learning that had gone before could be remembered, and in some cases revived. When children looked at their portfolios and ‘revisited’ past events they were able to rekindle an interest or reflect on an experience. If this was done with a significant other then the children could be supported to take this ‘revisiting’ further. In this context I have defined revisiting learning as recalling,

reconnecting, and restarting (see 5.6.1).

Reviewing the teachers’ responses, it became evident to me that although some teachers did not specify that they were revisiting learning, this is what they were actually doing. Therefore I have grouped all comments that relate to revisiting learning in this category. The teachers also noted a couple of other ways they used the portfolios in the setting. They used the portfolios as a way to settle an upset child by looking at something familiar and special to them. Two teachers noted that they sometimes used the portfolios to aid in children’s language development, using them like a story book and prompting children’s responses.

91

Table 5.3 Reasons teachers looked at the paper-based portfolio with children (data from Initial and Midway Survey, coded responses)

Teacher To revisit children’ s learning To nurture belonging/ settling in Language developme nt Teacher initiated interactio n Child initiated interactio n Teacher self- assessmen t Stephanie      Katrina   Robin   Erica    Waimarama      Georgina    Leslie    Sandra    Eilish    Marie    Joanne   Fadimo    Total 12 4 2 7 9 3

Grouping the responses revealed that all the teachers had, in fact, included revisiting learning as something they did with children. Sandra said “We can document learning over time, link learning to passions and interests and assess children’s progress over time to meaningfully plan for future learning opportunities” (Sandra, teacher, Midway Survey, February, 2014). Robin remarked “By following the children’s lead we can assist in extending their prior learning and by using the portfolio as a jumpstart we can keep up the momentum” (Robin, teacher, Midway Survey, February, 2014). Other teachers focussed on the way revisiting learning can empower the children’s own attitudes of themselves as learners. Georgina observed “Through ‘revisiting learning’ children can recognise their own progress and set themselves new goals” (Georgina, teacher, Midway Survey, February, 2014). Leslie noted “Children can be empowered through revisiting their portfolios as it is a special book all about them” (Leslie, teacher, Midway Survey, February, 2014). Lastly, Stephanie surmised:

To revisit might mean for the child that they see progress in their own abilities, perhaps see themselves as learners and are aware of their learning journey. Revisiting is overall a time for the child, the teacher and the families to reflect (Stephanie, teacher, Midway Survey, February, 2014).

92 The teachers were asked if they looked at/shared the paper-based portfolio with parents and/or whānau when they came to the ECE setting. Six of the teachers stated that they did share the contents of the paper-based portfolio with the parents; five said that they did but not often and one said that they did not do this at all. Portfolios were looked at with parents and whānau most often when a new story was shared, or to share a particular aspect of a child’s learning. They were also shared with parents and whānau to show what had been going on in the ECE setting, to encourage contribution and to take home. One teacher mentioned that they used the portfolio as a marketing tool with prospective families, another that they used it as a communication tool, sending messages home, and one noted that it was helpful for transition to school.

Table 5.4 Reasons teachers looked at/shared paper-based portfolios with parents and whānau (data from Initial Survey, coded responses)

Teacher To share a new story/ aspect of learning To give to parent/whān au to take home Use with new families (marketin g tool) To encourage contributio n As a communicati on tool As a transitio n to school resource Stephanie  Katrina  Robin  Erica      Waimarama  Georgina   Leslie   Sandra   Eilish   Marie   Joanne  Fadimo14 Total 10 2 2 2 2 2

Waimarama considered there were some problems related to looking at/sharing the paper-based portfolios with parents and whānau. She said that she sometimes felt under financial pressure and was concerned about costs to the ECE setting. She noted “Photos are better. But then too many photos = more ink for printing = more cost for the centre = financial pressure??”.

14

93 However Waimarama felt that this is what parents and whānau want to see in their children’s paper-based portfolios. She also thought that the most difficult factor in looking at/sharing the paper-based portfolios with parents and whānau was lack of time – parents and/or whānau often appeared too rushed to spend time looking at the paper-based portfolios while at the setting. However, to combat this parents and whānau were regularly encouraged to take their child’s portfolio home. Waimarama further elaborated in another post when she wrote:

When I think about this question I would like to say yes I do on a daily basis but the reality is that I don’t look at the portfolios with our parents and whānau as much as I intend to. Parents and whānau are often in and out of the centre very quickly. Or they pick up during busy times in the afternoon. Sometimes all the teachers can manage is a greeting and farewell on pickup which is sad. Timing is important. Often I get the impression that parents are rushed and feel like they don’t have time to engage in the sharing of [their] child’s learning journey (Waimarama, teacher, Initial Survey, July, 2013).