Georgie: All right, so Hazel says pull it straight as we can. So you hold on to that end. All right. Now, what do I do with my end, Hazel?
Child 1: And then you put in a little gap.
Georgie: A little gap. Find a little gap, Henry.
Child 1: I'll cover this gap. Oh, and you pull it as straight as you can. When you find another spot.
Georgie: Got it? Pull it straight as you can. Alright I have to do my end I think Henry. Straight through there.
Georgie: Ooh, a tiny bit Bea, how will you thead that through?
Georgie: Yeah. Can you find a spot for that bit, or is it too small?
Georgie: Henry, can you help me tie this bit off? Grab it, up the top. Yep pull, and you push it through. Can you push it through that tiny hole there?
Georgie: Yep, sure can.
Child 2: Like this?
Child 1: I did it! I did it, so straight.
Child: Whoah.
Child 3: Can I go up there and walk?
Georgie: You can just finish this bit then you can go sit in the tree.
Child 1: Who wants some more pieces? Wait, can you check this bit for us, Hazel?
Georgie: Is that good? I'm going to need some more weeds, some more weeds.
Child 3: Right. Oh, that one. Oh, you can both.
Georgie: I've still got this end William, do you need me to put it anywhere? Oh, yeah? Where would you like me to put it?
Child 3: What the? Yay. Yeah. Oh.
Child 2: it's done. I think I made a weave.
Georgie: Looks fantastic that weaving Remy. What are you going to do with this end? Does that need to go anywhere. No. It doesn't. It doesn't?
Georgie: Weave in a little bit more?
Kirsty Liljegren: Hello, I'm Kirsty Liljegren. This vignette is a place holder to reflect on our understanding of learning and what we look for when assessing children's learning and development. Dispositions for learning are defined in the Victorian Early Years Learning and Development Framework as enduring habits of mind and actions and tendencies to respond in characteristic ways to learning situations. For example, maintaining an optimistic outlook, being willing to persevere, approaching new experiences with confidence.
Kirsty Liljegren: This collaborative experience of weaving demonstrates learning dispositions unique to each child. We encounter this small group of children weaving found materials from their outdoor space. What stands out to me is that this experience is brimming with challenges supported by a spirit of cooperation. Have you tried to weave with grass around a cylindrical shape? Let's imagine what it means to undertake this challenge for this group of four and five year old children.
Kirsty Liljegren: What did you notice about the contributions of each child to this sustained, shared endeavor? There are many aspects of learning that we observe. Pay particular attention to the children's problem solving, testing different weaving techniques through trial and error. No easy task. Hazel's enthusiasm seems to create an atmosphere of persistence and collaboration as she confidently shares her strategies verbally with the group. "You pull it as straight as you can when you find a little spot under".
Kirsty Liljegren: And this collaborative approach is supported by encouragement and modeling from the teacher. The discovery of a small piece of grass doesn't perturb one child who rises to the challenge. Curious to see whether she can weave this into the structure. Her concentration is evident as she quietly persists alongside the children and teacher in dialogue around her. The teacher continues to invite participation and sustained engagement.
Kirsty Liljegren: Narrating each child's unique contribution. The satisfaction of one child shines through as she exclaims "I did it. I did it so straight". At one point, a child asked to watch from the tree and is encouraged by the teacher to remain with the group. What do you think helped to sustain this child's sense of participation and persistence? Remy's exploration is revealed and we see his persistence in twisting grass together, notice his tone of voice as he declares ...
Kirsty Liljegren: "I think I made a weave", indicating a gentle sense of satisfaction in his achievement. When assessing this experience, we see the different ways the children have remained committed to and enthusiastic about the challenge proposed to them. What involved and capable learners they are! I thought with encouragement, quiet persistence shone through as children enquired how grass could be woven into a cylindrical structure. You may wish to consider these points of reflection:
Kirsty Liljegren: Were there other dispositions for learning that you noticed as part of this experience? How do you assess children's learning dispositions that honors everyone's unique way of learning? How does this then influence your planning for learning? What pedagogical strategies did the teacher use to encourage dispositions for learning?
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