Children are most often disregarded for their capabilities,
especially those who misbehave. Clemens and Gleim discuss using documentation
to gain an understanding for children.
“Believing that the child is competent, we have to figure
out his or her behavior when it seems odd to us. We have to learn to see
better. Regularly writing down what we see — and regularly taking photos and
recording — are tools for improving understanding.”
How do we see better?
Through observing, having our full attention, eyes, ears,
mouth, movement, focus, all on the child.
Children are fascinating humans, so fascinating that we adults need to
decode children’s true abilities, and help them break through to reveal
them.
“Finding strength and competence in children who appear to
much of the world as incomplete or incompetent has made me adopt an unwavering
belief that all children are born competent, capable and rich.”
Such a powerful message, that Gleim believes that all
children are BORN!! competent, capable, and rich.
What do we
do to bring out these competencies?
Is by 4
years old too late?
How do we find the strength and
competence in children who are incompetent?
“Do you respect her? Can you think of her as competent,
strong, and full? This isn’t easy, but it is necessary.”
Yes, it is necessary.
We need to see each child as full, strong, competent, and with
respect. Through observing, through
documenting, through researching each child, and then each child as a group,
building each child, and then continue to research over and over to unravel
what the child has been storing since birth.
So if we teachers go through this researching and
documenting, what do we do with it?
Is it only for parents to see?
Do we share it with others?
How?
“While you collect
data you send a clear and powerful message to Lauren that she is interesting,
likeable, strong and capable, showing her that she is good.”
These observations and documents are especially useful for
the child themselves. They deserve to
know of themselves. When they see
themselves being documented and then being able to learn of what they are
capable of, the child is seen as important, they see themselves, and they
notice what they themselves are capable of.
Children are important.
They may not be seen as important.
The views of a child is seen as childish, foolish, babyish, silly, as
playful, which often associates with mischievous, rascally, spirited, not
serious. But as you change your view of
children hopefully “THE CHILD” maybe seen more seriously.
Excerpt From: Clemens & Gleim. “Seeing Young Children
With New Eyes.” iBooks. https://itun.es/us/6f7k2.l
By: Jadelynn Davis
Hi Jadelynn,
ReplyDeleteI wonder the Making Learning Visible text might add to this discussion of the view of the child as capable and the practice of documentation. If you review the documentation panels in the Making Learning Visible text, is the child viewed as capable? How do you know? What actions are caputred and detailed? How do these actions imply the teacher is listening and the work of the child is important as well as the view of the child as competent and capable? How might a deep understanding of how documentation is practice in Reggio Emilia, Italy become a mirror on your defining, articulation, and practice of documentation?
Cheers,
Jeanne
Towards the end of your post you began asking questions starting with “Do you respect her?...” Yes of course we respect her. And yes of course we respect those children who may have challenging behaviors and may give their parents and us a difficult time. As teachers, as those who understand child development and somewhat challenging behaviors, we are the ones who have to see past that and really look at who the child is and what they are trying to show us. The information we discover throughout the process of observing and documentation should definitely be shared. If we don’t share important information about a child’s development, then how would be helping them in the long run? What we know, professionally, should be shared with the parents and with other applicable staff members for the records or to gain additional support or services for the children (if needed). Who else would you think would “need to know” list?
ReplyDeleteHow do we turn these observations into useful information about the child? How do we know we are getting accurate information about the child and not just random moments with little meaning? While viewing children as capable can we unknowingly put to high of expectations on children? What if the observations taken do not give an accurate picture of the child? I really enjoyed reading your post and look forward to your future posts.
ReplyDelete