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The authors developed an approach for thinking and communicating about documentation and then explored its use in early childhood programs, including the schools of Reggio Emilia. The result is a framework, collection system, and display method that works in U.S. schools. Methods are applicable to many different curriculum models, including thematic teaching and the project approach. Features extensive examples of children's and teachers' work.

Tabla de contenidos provista por Syndetics

• Foreword(p. ix)
• Acknowledgments(p. xi)
• Introduction(p. 1)
• Using an Authentic Assessment System(p. 2)
• Understanding the Project Approach(p. 3)
• Learning About the Reggio Emilia Schools(p. 5)
• Introducing Our Schools(p. 8)
• Overview of This Book(p. 8)
• Part I Learning About Documentation(p. 11)
• 1. The Value of Documentation(p. 13)
• Applying What Is Known About Children's Learning(p. 13)
• Why Document?(p. 15)
• The Promise of Documentation(p. 23)
• 2. Windows on Learning: A Framework for Decision Making(p. 25)
• A Window on a Child's Development(p. 26)
• A Window on a Learning Experience(p. 28)
• A Window for Teacher Self-Reflection(p. 30)
• 3. The Documentation Web: Providing a Map for Documentation(p. 33)
• History of the Web(p. 33)
• Understanding the Documentation Web(p. 35)
• Using the Web to Increase Variation(p. 37)
• 4. Project Narratives: Telling the Story(p. 39)
• The Story(p. 39)
• Collecting Stories(p. 41)
• Determining Content by the Audience(p. 44)
• 5. Observations of Child Development: Watching the Child
• Checklists(p. 48)
• Anecdotal Notes(p. 51)
• The Project Approach and Observation(p. 55)
• 6. Individual Portfolios: Capturing Children's Competence(p. 57)
• Understanding the Use of Portfolios(p. 57)
• Collecting Core Items(p. 60)
• Collecting Individualized Items(p. 65)
• Other Portfolio Items(p. 67)
• 7. Individual and Group Products: Seeing Is Believing(p. 72)
• Written Language Products(p. 72)
• Verbal Language Products(p. 80)
• Webs and Lists(p. 82)
• Picture(p. 84)
• Music and Movement(p. 92)
• Constructions(p. 93)
• 8. Self-Reflections of Children: Thinking About Thinking(p. 100)
• Reflecting on Their Own Words(p. 100)
• Self-Reflections of Dispositions(p. 101)
• Self-Reflections of a Learning Experience(p. 103)
• Group and Individual Self-Reflections(p. 105)
• Part II Learning How to Document(p. 109)
• 9. Organization and Presentation of Documentation: Opening the Windows(p. 111)
• Getting Ready to Document(p. 111)
• Preparing Children for Documenting(p. 115)
• Doing the Documenting(p. 116)
• Organizing Displays of Documentation(p. 119)
• Setting Aside Time for Reflecting About Documentation(p. 127)
• 10. Implementation: Using Documentation for Decision Making(p. 130)
• Decision Making(p. 131)
• The Window on a Child's Development(p. 132)
• The Window on a Learning Experience(p. 135)
• The Window for Teacher Self-Reflection(p. 139)
• Making Reflection a Priority(p. 142)
• 11. Documentation as Assessment: Building Credibility(p. 143)
• Assessment(p. 144)
• Guidelines for the Assessment Process(p. 144)
• The Problem of Reliability(p. 146)
• The Problem of Bias(p. 147)
• Conclusion: Teaching with Integrity(p. 149)
• Part III An Example of Documentation: "Our Mail Project" Memory Book(p. 151)
• Appendix Overview of the Work Sampling System(p. 191)
• References(p. 195)
• Index(p. 199)
• About the Authors(p. 202)

Notas de autor provistas por Syndetics

Judy Harris Helm heads her own educational consulting and training company, Best Practices, Inc. She is currently president of the Illinois Association for the Education of Young Children.
Sallee Beneke is Master Teacher and Consultant for the Illinois Valley Community College Early Childhood Education Program in Oglesby, Illinois.
Kathy Steinheimer is a teacher of three- and four-year-olds at the Valeska Hinton Early Childhood Education Center.