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Article
Do learning stories tell the whole story of children’s learning? − A phenomenographic enquiry
Early Years: An International Research Journal (2016)
  • Qilong Zhang, Dr.
Abstract
This study compares the stances of practitioners, parents, and the quality assurance
authority on the assessment of learning in New Zealand (NZ) early childhood education
(ECE). The phenomenographic interview participants include practitioners (24) and
parents (11) from 11 ECE settings. The reports issued by the Education Review Office
(ERO) on all the sampled ECE settings are also analysed. The study shows that: (1)
The practitioners and parents emphasize the importance of teacher-parent
communication, listening to the child, progression, and team assessment for assessment
of learning in general, while the ERO attaches the importance of the same categories
specifically to learning stories; (2) Irrespective of the strengths and limitations of
learning stories, the practitioners and parents affirm that learning stories are not the
only approach to assessment of learning, which is in contrast with the ERO’s implied
position that learning stories are the only and best approach to the assessment of
learning. The findings call for research that explores the implementation of a
comprehensive approach to the assessment of learning in ECE in NZ.
Keywords
  • assessment of learning,
  • early childhood,
  • learning stories
Disciplines
Publication Date
2016
Citation Information
Qilong Zhang. "Do learning stories tell the whole story of children’s learning? − A phenomenographic enquiry" Early Years: An International Research Journal (2016)
Available at: http://works.bepress.com/qilong_zhang/12/