|dc.description.abstract||Over the last two decades, the use of photographs in assessment documentation has accompanied a shift towards Learning Stories in early childhood education (ECE). This was modelled within the assessment exemplars in Kei Tua o te Pae (Ministry of Education [MOE], 2004, 2007, 2009). Many positive changes have been reported as a result of the use of photos and narrative assessment, including greater involvement of whānau and children in centre assessment and planning processes (Hatherly, Ham & Evans, 2009; Stuart, Aitken, Gould, & Meade, 2008).
There is also little research-based information about what might be important pedagogical aspects such as the impact of photography on children’s play, and technical choices such as which device is best, the use of close-ups, group photos, and photo curation. Such a lack of information makes it difficult for teachers to meet their professional responsibilities under the Practicing Teachers Criteria to be able to “systematically and critically engage with evidence and professional literature to reflect on and refine practice” (Education Council of Aotearoa New Zealand, n.d.).The most useful research for NZ ECE teachers to date is the Centre of Innovation work at Roskill South Kindergarten (Ramsay, Breen, Sturm, Lee & Carr, 2010). That research looked at the integration of ICT in teaching and learning and includes work relating to assessment documentation, in particular, to Learning Stories.
This paper aims to provide some baseline information about how cameras – and photos – are used in early childhood services. Hopefully the research will spark some