If there is one thing that I have become passionate about in the past year or so, it is documenting the learning that goes on in my classroom. Not only have I found it to be a wonderful way to see just what the children are learning when involved in different classroom activities, but I have found it to be absolutely crucial when it comes to figuring out how to use or augment the curriculum to enhance and further the development of the children involved.
For example, a little over a month ago (its probably been two months now) the children and I went outside to collect leaves for a project. One of the kids happened to look up and noticed the leaves that were falling off of the trees. Through asking open-ended questions I found out that most of the children in the class did not have the term “falling” in their expressive vocabulary (although it was present in their receptive vocabulary). Through documenting the children’s discovery and understanding of falling, as well as their ability to use the word as part of their vocabulary, I was able to come up with several different activities to enhance their understanding of falling, as well as giving the children more opportunities to use the word as they talk about falling.
By documenting all of this information through pictures, quotes from the children, and my own observations, I am able to see the changes in the children’s understanding and development through time. Additionally, the added documentation will lead to more activities that will lead to more discoveries.
I have often tried to explain to different teachers, as well as to parents, that – to me – documentation serves three purposes: it provides a timeline for development and a springboard for new activities for teachers; it provides the child with a set of “instructions” for how to revisit a project on their own; and it provides evidence of learning to the parent.
The idea that the child can look at documentation and use it to initiate a self-directed activity is an important one. If a child is genuinely interested in a project, they will use the documentation to help them explore a project again and perhaps expand on the knowledge that they have already gained from the project. I have seen this in my classroom, where my children are currently experimenting with ramps and bridges. Each time that we revisit the project (or the children revisit it themselves), their understanding of why objects act the way they do on a ramp or a bridge deepens.
I recently posted an article about observing during easel painting, in which I wrote detailed notes about what the children did, as well as what they said, while painting on an easel. This exercise was very eye-opening for me as I observed how the children interacted with the paint and the brushes, as well as how they articulated their thoughts about what they were doing. This information was priceless to me as I tracked their development, and the observations of the interactions led to more ideas for projects that would allow the children to explore with different materials in the same way that they explored with the paint.
For more information about documentation: