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Sometimes new a phenomenon arrives and before we know it, we have all started to use them only to discover that some deeper thinking and reflection would be helpful to strengthen our engagement. This might well be the case with portfolios for children and the use of digital documentation. There have been many arguments for and many arguments against their use in early childhood programs, but regardless they are here to stay. The presence of these digital documentation programs provides an invitation for us to think deeply about how we use them in a way which strengthens our approaches to documenting learning as opposed to creating a burden.
Portfolios be it digital or in hard copy should be used as an assessment document to showcase the learning journey travelled by a child, however at times it can also be used as a vessel to capture memories. So how might we strengthen their use so that the requirements of the NQS are met? Digital documentation also raises some interesting questions including the rights of children, the challenges of time restrictions and how we can also use this technology platform as a means to strengthen our practice rather than just a means of communication with families. To this end, during this full day program learners will:
- Explore how to rethink and strengthen the use of portfolios and digital documentation
- Unpack what might be included in a child’s portfolio and the presentation of this
- Strengthen their skills in capturing learning effectively via digital documentation and portfolios
- Discuss the values of collaboration in regard to documenting children’s learning
After completing this course, you will be able to:
- Articulate the purpose and function of portfolios as stipulated in the Regulations and the NQS
- Describe the benefits and costs of creating digital portfolios versus a hard copy format
- List what might be included as evidence of children’s learning and development in portfolios for children
- Describe the relationship between digital documentation and the intrinsic rights of young children
- Employ strategies for collaborating with colleagues to improve the documentation of children’s learning
The Australian Professional Teaching Standards
NSW: Completing this course – Getting it Right with Portfolios and Digital Documentation will contribute 6 hours of NESA Registered PD addressing: APTS 6.3.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.
All States: Completing this course – Getting it Right with Portfolios and Digital Documentation may be used as Teacher Identified Professional Development/Learning addressing: APTS 6.3.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation.
APTS 6.3.2: Contribute to collegial discussions and apply constructive feedback from colleagues to improve professional knowledge and practice
The National Quality Standard
This course aligns with:
- QA 1.1.1: Curriculum decision making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators
- QA 1.2.1: Educators are deliberate, purposeful and thoughtful in their decisions and actions
- QA 1.3: Educators and co-ordinators take a planned and reflective approach to implementing the program of the child