Caitlin: That's it. What do you need to remember when you jump? That no one's under you. That's right. Ready? Woo hoo!
Caitlin: What can you do next?
Child 1: I cant do that way. Why not?
Caitlin: What did Izzy just do? Did you see what Izzy just did? Did you see how she climbed up? I don't know. Did you see? Maybe we should watch someone else do it. Yeah. All right. Izzy, we're going to watch you climb up. So let, let's let Liam off.
Caitlin: Which way are you going? Are you going to sit there? Sure. Okay. Just wait till Liam hops off? You going to jump? I mean, why not? Hold my hand,hold my hand ...
Child 1: It's so high. Jump.
Caitlin: So let's try. Oh, hold your hands. Are you ready? One, two, three. Go.
Caitlin: Izzy, you're so quick at this.
Caitlin: Can't believe how quick you're going.
Caitlin: Well, I know those pants are a bit hard, aren't they? Woo hoo ! Maybe we can teach some of our other friends, Izz. Izzy, do you want to help Murphy go up?
Caitlin: Talk him through it.
Caitlin: That's it, Murph.
Caitlin: Well done.
Caitlin: What's your plan next, Murph?
Caitlin: Where are you going to?
Caitlin: Well done. Theo, are going to give it a try?
Caitlin: Remember, you need to look up and make sure no one's up there.
Caitlin: Good work, Murphy.
Caitlin: Izz, this way.
Caitlin: Well done.
Caitlin: That's it. I love how you've thought every step through. You know exactly what you're doing, hey?
Caitlin: Don't even need help.
Caitlin: Woo hoo!
Caitlin: Good work.
Kirsty Liljegren: Hello, I'm Kirsty Liljegren. This vignette finds us in the context of a bush kindergarten where a tree creates an exciting invitation for children's exploration. What do you think is most significant about this encounter with the tree? As we assess the learning of this group of children, let's take a moment to put ourselves in the children's shoes. What does it mean to climb a tree? Do we see the layers of complexity and possibility for each child as they embrace this enthralling but, at times, daunting challenge? If we begin with the obvious, we observe children climbing the tree, displaying varying capacities with their physical skills. Including; strength, coordination, balance and diverse movement patterns supported by spatial awareness.
Kirsty Liljegren: It is crucial that when we assess children's physical skills, it is done so in conjunction with their growing dispositions, which are unique to each child. Let's explore this idea. At one stage we see a child demonstrating a strong sense of confidence and purpose, swiftly navigating the branches and twigs, seemingly undeterred by the height or unpredictability of the climbing path. As she jumps down, we observe what could be feelings of happiness and satisfaction communicated non-verbally. At the beginning of the vignette -
Kirsty Liljegren: -we meet a child determined to climb the tree. The educator encourages the child. "What can you do next?" But, he expresses his fear. She assesses in the moment, no doubt knowing the child well, to suggest watching someone else to learn some climbing strategies. What follows is a moment of self-awareness, perhaps knowing his limits for now and communicating this to the observing educator. His face beams as he jumps off with support, communicating, so much.
Kirsty Liljegren: How might this impact his experience next time? Later, as two children traverse the unpredictable landscape of the tree, we see one child confident with his own time of learning. Considering his movements, seemingly very sure of the path he's taking. Could he be drawing on previous experience of part of his developing executive functioning skills? As stated in the Victorian Early Learning and Development Framework Practice Guide to Wellbeing ...
Kirsty Liljegren: Executive function is a set of mental processes that play a critical role in how our brains plan, organise, remember details and pay attention to incoming information and allows us to connect things we have learned or done in the past with present actions. I was curious, observing the well thought through movements of this climber. What was going on in his mind at the time? What emotions was he experiencing? I wonder if being invited to reflect through discussion or drawing would provide an opportunity to gain insight into his thinking?
Kirsty Liljegren: The act of drawing is also an essential process of meaning making for the child or metacognition and another chance for us to listen and get closer to children's learning processes. Did you notice the girl behind this child whose pace of climbing slowed, respecting his time and space?
Exhibiting a strong awareness of his needs and rights. Perhaps this is an opportunity too for critical reflection. How do you feel about children climbing trees? Is it an experience embraced in your setting, or perhaps is it contentious? A perception of being perceived as too risky? Inquiring into the varied forms of play could present an opportunity to reflect on the team's knowledge about the role of considered risk for children's learning and wellbeing.
Kirsty Liljegren: While we are responsible for evaluating the hazards in children's environments, this vignette showcases the benefits to children's learning and well-being. In a small snippet of time, we have observed opportunity for children to self assess risk, test their capacities and build on them. Demonstrating the dispositions of motivation, persistence, confidence, empathy and respect. What other dispositions did you notice? As you reflect on this adventurous encounter, I invite you to consider the critical role that emotion plays in the lives of children and their learning, an evolving competency built over time.
Kirsty Liljegren: These questions you may find useful for reflection: What is your understanding of the role of wellbeing in children's learning? The Early Years Assessment and Learning Tool Wellbeing: Emotions Module prompts you to consider how children are learning to assert their capabilities and self-reliance. Can you think of an example of this in your recent observations of children? What is your role in ensuring that children experience challenges in ways that expand their emotional strengths and capabilities? Do you choose to make this visible through various forms of documentation? And what role do you see considered risks, these being physical, emotional and social risks impacting children's learning and well-being?
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