The comments related to the classroom outcomes are collated in the word cloud below:
There were also some thoughtful responses relating to purposeful use of documentation:
“Daily program and learning story should be getting done/written daily. It helps educators find patterns within the room and helps with observations and progress of each child.” “We were unable to track the lesson progress / development for each child unless each educator took the initative to write it down on their own notepad.” “Parents like to read how their child’s day went.” “Photos are important for parents.” Finding the Balance My own opinion is that there are three reasons to document, and only two are valid. The first is for professional recollection and communication. As educators working with the Montessori materials and curriculum, we can rely on our memories and the prepared environment to a certain extent, however keeping a record of apparatus that children have been demonstrated is important, and noting apparatus that you have observed readiness indicators for is also helpful. Additionally, most early childhood classrooms are team spaces with two or three educators. In this service there are often 2-3 Montessori-trained educators working with the class of children, along with trainees. Being able to access documentation on each child across the team is most helpful. The sciences and arts bring with it opportunities for extension and project work which may require research, resourcing and planning. The documentation for the professional Montessori educator ensures their own quality practice and is part of their own ‘prepared environment’ for their tasks. The second reason to document is to enrich the partnerships between the family and the service. The parent-child relationship is an important bond, and the parents bring valuable knowledge of their child which can assist educators to connect and enhance the educational experience of the child. Parents appreciate hearing about their child’s day, and with young children some meaningful content from the educators makes all the difference.
Lake service were supportive of the documentationfree fortnight, with one parent going so far as to advise the leaders that one or two of the educators were still documenting in the early days! Ooops! Messages of support were emailed and spoken, and no complaints about ‘not enough photos’ were made. Educators noted that there was more communication with parents and closer bonds with parents formed during the fortnight. This seems counter-intuitive, however, if educators have observed more, are less stressed, and are engaging with children, they may well have more to share verbally with parents at drop off and pick up time. The third reason to document is to satisfy external expectations. This is the reason that I consider invalid. The Assessment and Rating process, and its predecessor, Accreditation, has provided structures which inform quality, but likewise generated an industry focussed on the mechanics of standards. I was once asked by an educator, “How many observations do I need to do each week”. I replied, “Please observe the children, and take note of anything meaningful that you would like to celebrate, follow up or communicate. Don’t write observations that are not meaningful just to achieve a certain number. Focus on those things that are significant.” She smiled and said, “That is really excellent!…But how many observations do I need to write each week?” I wish I had answered zero. I wonder how she would have responded if I had been brave enough to run this experiment all those years ago! In a sector with high turnover, high mental health issues, low status, low pay and high expectations, getting the balance right between purposeful documentation and time with children will only pay dividends. Educators with less stress, less worry, who can breathe, who are loving and enjoying work will create better environments for children. Classroom outcomes that include more observation, more one-on-one time with children, more interactions, more preparation and more playing will also lead to better environments for children. And what of the children’s voices?
“Two babies that were very new, and my face new to them, as they needed more attention, I have noticed that within two days that started loving me and giving me cuddles.” “…they really enjoyed it” “the children seemed to notice that the educators were 100% engaged with what they were doing.” In conclusion, the reflection process encouraged one educator to note the following experience. What a shame it would have been for that Infant Community educator to have had their face buried in an iPad, and missed this beautiful example of the multi-aged classroom in full bloom:
“One thing that stood out to me was I observed a child (2.5 years) helping a younger child (1.5 years) to pack away her plates. He then supported her to wipe her face and held her hand and took her to her bed. He talked and interacted with her beautifully.”
It is interesting to note that the parents of the Forest
EARLY EDITION > SUMMER 2021
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