Previously I have blogged about assessment at primary level in particular. The ins and outs of over measuring children, and where the purpose of assessment gets forgotten.
Today I entered into a discussion on planning and assessing at an ECE level. Until now this was something I have little previous experience with, the visibility of this within our centre is not obvious, the expectations unknown, and the order of operations confusing. Today Taylor from Childspace introduced me to a way of planning that links to assessment in ECE.
To start I want to discuss the structure of planning between primary and ECE.
When I look at the primary framework under the ECE framework: Notice, Recognise, Respond, I can see there are a lot of similarities but the key differences are
- At primary we are looking for needs/gaps in learning that we then try to teach through child interests, whereas in ECE there is strength based planning. Using strengths to expand knowledge of the world through interests.
- In ECE, the child's role in the learning is more flexible. In primary when I plan learning experiences all children participate if the lesson is intended for them. Whereas at ECE the provocations and experiences may be interacted with by different children in different ways. In some ways your reflection on the value of your planning is in whether intended children actually interact with your provocations/experiences or not.
- The lens's through which one can approach the recognising part of ECE planning are more varied, than primary planning, are situational and need to be known well to recognise which lens's are obvious in different situations. In primary school the lens is predominantly NZ curriculum and attainment. A lot more structured.