Documenting the development and achievements of early and preschool children: Different curricular approaches

Ivana Visković; Marina Zeleničić

doi:10.37291/2717638X.202451317

Authors

Ivana Visković University of Split https://orcid.org/0000-0002-4029-044X
Marina Zeleničić Herzegovina University https://orcid.org/0000-0002-6014-7501

DOI:

https://doi.org/10.37291/2717638X.202451317

Keywords:

Competence framework;, Formative monitoring;, Learning outcomes;, Normative monitoring, Preschool teacher

Abstract

The public education policy of an individual country determines, among other things, the ways of documenting the educational process and children’s outcomes. This paper explores the opinion of preschool teachers about documenting children’s development. The sample included preschool teachers from two systems, or two different curricular approaches. One exists in the Republic of Croatia (curriculum based on the competence framework) and other in Bosnia and Herzegovina (curriculum based on normative outcomes). The measuring instrument Questionnaire of Preschool Teachers’ Opinions on Monitoring the Psycho-physical Status of Children (α= .847), was constructed for research purposes. The Questionnaire was based on relevant literature and insights into existing educational practices. On a dichotomously structured 4-level scale, preschool teachers estimated that the most important purpose of documenting children’s development is the planning of developmental incentives (M=3.63; SD= 0.495). They agree that monitoring should be continuous throughout the entire academic year (M=3.53; SD= 0.666). Likewise, preschool teachers are less inclined to one-time assessments of a children’s psycho-physical status, considering “a testing” unlikely to provide a realistic image of their development (M=1.88; SD=0.797). No correlation was found between preschool teachers’ age, length of service, and level of education. Using the t-test of independent samples, a mild/weak, but statistically significant difference in the preschool teachers’ assessment between the subsamples was determined.

References

Al-Mogbel, A. (2014). A proposal for the development of pre-primary education in Saudi Arabia based on the experiences of Malaysia and South Korea (A comparative study). Creative Education, 5, 2071-2089. DOI: https://doi.org/10.4236/ce.2014.524231

Barnett, W. S., & Ackerman, D. J. (2020). Boundaries with early childhood education: The significance of the early childhood frontier for elementary and secondary education. In S.H. Fuhrman, D. K. Cohen and F. Mosher (Eds.) The state of education policy research (pp. 187-202). Routledge. DOI: https://doi.org/10.4324/9781003064466-15

Bećirović-Karabegović, J. (2014). Opservacija i praćenje djece u odgojno-obrazovnoj praksi predškolskih ustanova. [Observation and monitoring of children in the educational practice of preschool institutions]. Školski vjesnik, 64(4) 721-738. https://hrcak.srce.hr/136112

Bergen, D. (2002). The role of pretend play in children’s cognitive development. Early Childhood Research & Practice, 4(1). https://ecrp.illinois.edu/v4n1/bergen.html

Biffi, E. (2019). Pedagogical documentation as a shared experience of understanding childhood. In J. Formoshino and J. Peeters (Eds.), Understanding pedagogical documentation in early childhood education: Revealing and reflecting on high quality learning and teaching (pp. 67-80). Routledge. DOI: https://doi.org/10.4324/9780429030055-5

Biffi, E., Palaiologou, I., & Zuccoli F. (2021). The use of pedagogical documentation and artistic languages in research with young children. In L. Arnott, and K. Wall. (Eds.) Research through Play (pp. 147-162). Sage. DOI: https://doi.org/10.4135/9781529760583.n10

Black, P., & Wiliam, D. (2009). Developing the theory of formatives assessment. Educational Assessment Evaluation and Accountability, 21(1), 5-31. DOI: https://doi.org/10.1007/s11092-008-9068-5

Bosnia and Herzegovina, Council of Ministers, Agency for Preschool, Primary school and Secondary Education (2021). Smjernice za provedbu Zajedničke jezgre cjelovitih razvojnih programa za predškolski odgoj i obrazovanje definirane na ishodima učenja. [Guidelines for the implementation of the common core of comprehensive development programs for preschool education defined on learning outcomes] https://aposo.gov.ba/sadrzaj/uploads/Smjernice-za-ZJCRP.pdf

Bučević, P., & Somolanji Tokić, I. (2021). Pedagoška dokumentacija i zakonodavni okvir ranog i predškolskog odgoja i obrazovanja u Republici Hrvatskoj. [Pedagogical documentation and legislative framework of early and preschool education in the Republic of Croatia]. Školski vjesnik, 70(1), 227-250. https://hrcak.srce.hr/clanak/382368 DOI: https://doi.org/10.38003/sv.70.1.7

Croatian Bureau of Statistics. (2022). Kindergarten and other legal entities that implement preschool education programs. beginning 2021/2022. https://podaci.dzs.hr/2022/hr/29018

Croatian Parliament (2008). Državni pedagoški standard ranog i predškolskog odgoja i obrazovanja. [State pedagogical standard of early and preschool education]. Official Gazette, 63/08. Državni pedagoški standard predškolskog odgoja i naobrazbe (nn.hr)

Ćwikla, E. (2021). Ocenianie kształtujące jako jeden ze sposobów wspierania dziecka w processie uczenia się. [Formative assessment as one of the ways to support the child in the learning process]. Akademia Pedagogiki Specjalnejim Marii Grzegorzewskiej w Warszawie. 604(9), 15-26.

European Union. (2019). Council recommendation of 22 May 2019 on high-quality early childhood education and care systems. Official Journal, C 189, 4-14. CELEX: https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:32019H0605(01)[legislation]

Federal Bureau of Statistics FB & H (2021). Predškolsko obrazovanje u Federaciji Bosne i Hercegovine 2021 [Preschool education in the Federation of Bosnia and Herzegovina in 2021] /https://fzs.ba

Feraris, M. (2013). Documentality: Why it is necessary to leave traces. Fordham University Press.

Funke, J., Fischer, A., & Holt, D. V. (2018). Competencies for complexity: problem solving in the twenty-first century. Assessment and teaching of 21st century skills (pp. 41-53). Springer, Cham. DOI: https://doi.org/10.1007/978-3-319-65368-6_3

Goswami, U. (2015). Children’s cognitive development and learning CPRT research survey 3 (new series). Cambridge Primary Review Trust. COMPLETE-REPORT-Goswami-Childrens-Cognitive-Development-and-Learning.pdf (cprtrust.org.uk)

Heiskanen, N. (2019). Children’s needs for support and support measures in pedagogical documents of early childhood education and care. (JYU Dissertations 139) [Doctoral dissertation, University of Jyväskylä]. University of Jyväskylä http://urn.fi/URN:ISBN:978-951-39-7868-6

Jokić, B., & Ristić Dedić, Z. (2018). Metodološki priručnik za izradu kurikuluma [Methodological manual for creating a curriculum]. Institut za društvena istraživanja u Zagrebu. http://idiprints.knjiznica.idi.hr/820/1/Metodolo%C5%A1ki%20priru%C4%8Dnik%20za%20izradu%20kurikuluma.pdf

Karlsen, L., & Lekhal, R. (2019). Practitioner involvement and support in children’s learning during free play in two Norwegian kindergartens. Journal of Early Childhood Research, 17(3), 233–246. DOI: https://doi.org/10.1177/1476718X19856390

Lindh, C., & Mansikka, J. E. (2022). Adoption of Pedagogical Documentation in Finnish ECEC Settings. Early Childhood Education Journal, 1-13. DOI: https://doi.org/10.1007/s10643-022-01321-6

Merewether, J., & Fleet, M. (2021). Pedagogical documentation as a thinking companion. In L. Arnott and K. Wall. (Eds.), Research through Play (pp. 69-83). Sage. DOI: https://doi.org/10.4135/9781529760583.n5

Ministry of Education and Sports of Republic of Croatia. (2001). Pravilnik o obrascima i sadržaju pedagoške dokumentacije i evidencije o djeci u dječjem vrtiću [Regulation on the forms and content of pedagogical documentation and records of children in kindergarten]. Official Gazette, 83/01. NN 83/01 27.09.2001. Pravilnik o obrascima i sadržaju pedagoške dokumentacije i evidencije o djeci u dječjem vrtiću - Zakon.hr

Ministry of Science and Education of Republic of Croatia (2015). Nacionalni kurikulum ranog i predškolskog odgoja i obrazovanja. [National curriculum of early and preschool education]. Official Gazette, 05/15.Ministarstvo znanosti i obrazovanja - Nacionalni kurikulum za rani i predškolski odgoj i obrazovanje (gov.hr)

Ministry of Science and Education of Republic of Croatia (2023). Zakon o predškolskom odgoju i obrazovanju. [Pre-school education act]. Official Gazette, 101/23. https://www.zakon.hr/z/492/Zakon-o-pred%C5%A1kolskom-odgoju-i-obrazovanju

Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2020). TIMSS 2019 international results in mathematics and science. Boston College, TIMSS & PIRLS International Study Center. https://timssandpirls.bc.edu/timss2019/international-results/

Oliveira-Formosinho, J., & de Sousa, J. (2019). Developing pedagogic documentation: Children and educators learning the narrative mode. In J. Formosinho and J. Peeters (Eds.) Understanding pedagogic documentation in early childhood education (pp. 32-51). Routledge. DOI: https://doi.org/10.4324/9780429030055-3

Pribišev Beleslin, T. (2019). Predškolski kurikulum u teoriji i praksi. [Preschool curriculum in theory and practice]. Filozofski fakultet Univerziteta u Banjoj Luci.

Puaad, N. I., & Yunus, F. (2021). Monitoring children cognitive development activities AEPS®: 3 - 6 Embedded in the teaching and learning early science with inquiry. Creative Education, 12, 31-46. DOI: https://doi.org/10.4236/ce.2021.121003

Rahman, S., Lum Mow, V., Prabhakaran, R., & Finn, J. (2020). Formative assessment practices in early childhood settings: evidence and implementation in NSW. Centre for Education Statistics and Evaluation. Sydney: Department of Education. https://education.nsw.gov.au

Rauf, A. L. A., & Bakar, K. A. (2019). Effects of play on the social development of preschool children. Creative Education, 10, 2640-2648. DOI: https://doi.org/10.4236/ce.2019.1012191

Republic of Bosnia and Herzegovina, Herzegovina-Neretva County (2000). Zakon o predškolskom odgoju. [Pre-school education act]. Official Gazette HNC, 5/00.Zakon-o-predskolskom-odgoju.pdf (zavod-skolstvo.ba)

Rosicka, C., & O’Connor, G. (2020). Science in the early years. Paper 3: Monitoring children’s learning. Australian Council for Educational Research. https://research.acer.edu.au/early_childhood_misc/17

San, N. M. H., Myint, A. A., & Oo, C. Z. (2021). Using play to improve the social and emotional development of preschool children. Southeast Asia Early Childhood Journal, 10(2), 16-35.

Slunjski, E. (2020). Izvan okvira 5 – Pedagoška dokumentacija procesa učenja djece i odraslih kao alat razvoja kurikuluma [Outside the framework 5 – pedagogical documentation of the learning process of children and adults as a tool for curriculum Development]. Zagreb: Element.

Tankersley, D., & Saifer, S. (2020.) Pristup usmjeren na dijete: vrtići koji promoviraju demokratiju. [A child-centred approach: Kindergartens that promote democracy]. Center for Educational Initiatives Step by Step.

UNESCO. (2016). Education 2030: Incheon declaration and a framework for action for the implementation of sustainable goal 4. https://iite.unesco.org/publications/education-2030-incheon-declaration-framework-action-towards-inclusive-equitable-quality-education-lifelong-learning/

UNESCO. (2017). Overview: MELQO: measuring early learning quality and outcomes. https://unesdoc.unesco.org/ark:/48223/pf0000248053?posInSet=1&queryId=299dae7b-01e7-466a-a4c3-0036b986b818

United Nations. (2015). General assembly resolution A/RES/70/1. Transforming our world, the 2030 agenda for sustainable development. http://www.un.org/ga/search/view_doc.asp?symbol=A/RES/70/1&Lang=E

Vandell, D. L., Belsky, J., Burchinal, M., Steinberg, L., Vandergrift, N., & NICHD Early Child Care Research Network (2010). Do effects of early child care extend to age 15 years? Results from the NICHD study of early child care and youth development. Child Development, 81(3), 737-756. DOI: https://doi.org/10.1111/j.1467-8624.2010.01431.x

Visković, I. (2018). Transition processes from kindergarten to primary school. Croatian Journal of Education, 20(3), 51-75. DOI: https://doi.org/10.15516/cje.v20i0.3326

Visković, I. (2021). Inclusive pedagogical practice as a predictor of quality early childhood education. European Journal of Educational Research, 10(4), 1711-1725. DOI: https://doi.org/10.12973/eu-jer.10.4.1711

Vujičić, L. (2021). Implementacija teorije u praksu ili nema dobre teorije bez dobre prakse [Implementation of theory in practice or there is no good theory without good practice]. Sveučilište u Rijeci, Učiteljski fakultet.

Vukosav, J., & Sindik, J. (2010). Povezanost dimenzija tri mjerna instrumenta za procjenu darovitosti i neverbalne inteligencije predškolske djece [Relationship between the dimensions of three measuring instruments for assessing giftedness and non-verbal intelligence of preschool children].Metodički ogledi, 17(1-2), 149-175. https://hrcak.srce.hr/68500

Wood, E., & Hedges, H. (2016). Curriculum in early childhood education: critical questions about content, coherence, and control. The Curriculum Journal, 27(3), 387-405. DOI: https://doi.org/10.1080/09585176.2015.1129981

Zambrana, I. M., Ogden, T., & Zachrisson, H.D. (2020). Can pre-academic activities in Norway’s early childhood education and care program boost later academic achievements in preschoolers at risk?. Scandinavian Journal of Educational Research, 64(3), 440-456. DOI: https://doi.org/10.1080/00313831.2019.1577751