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Making learning visible – parents perceptions of children's learning outdoors
Parents as partners in their children's learning is predicated by a notion of a mutual understanding of the learning as shared by educators. Documenting learning in early childhood education and care (ECE & C) settings has evolved from more traditional developmental approaches to include photographs, artefacts and social stories to make learning visible for parents. However, while educators are using these approaches to document learning in ECE & C settings, the shared understanding of the learning for parents is not always mutually understood. The paper presents a small-scale case study, which examined the way parents in one long day ECE & C service which had recently redeveloped an outdoor play area to bring in more natural affordances to support the children's learning and development. The paper reports on the perceptions of two parents with children attending this centre in how the educators were making visible the learning and development afforded the children through engaging in this newly designed space. The study found that while educators were using a range of documentation approaches, the parents had little shared understanding of their children as engaging in this space.
History
Journal
Early child development and careVolume
186Issue
4Pagination
612 - 623Publisher
Taylor & FrancisLocation
Oxford, Eng.Publisher DOI
ISSN
0300-4430eISSN
1476-8275Language
engPublication classification
C1 Refereed article in a scholarly journalCopyright notice
2015, Taylor & FrancisUsage metrics
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