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dc.contributor.authorPerkins, Maureen
dc.date.accessioned2018-03-06T19:08:39Z
dc.date.available2018-03-06T19:08:39Z
dc.date.issued2017
dc.identifier.issn1172-9112
dc.identifier.urihttps://hdl.handle.net/10652/4130
dc.description.abstractOver 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 debateen_NZ
dc.language.isoenen_NZ
dc.publisherAuckland University of Technologyen_NZ
dc.relation.urihttps://search.informit.com.au/documentSummary;dn=841034867441309;res=IELHSSen_NZ
dc.subjectAuckland, New Zealanden_NZ
dc.subjectearly childhood educationen_NZ
dc.subjectcameras in ECEen_NZ
dc.subjectnarrative assessmenten_NZ
dc.subjectphotographyen_NZ
dc.subjectsurveysen_NZ
dc.titleCameras in early childhood settings : preliminary findings from a small scale study.en_NZ
dc.typeJournal Articleen_NZ
dc.date.updated2017-11-17T13:30:07Z
dc.subject.marsden130102 Early Childhood Education (excl. Māori)en_NZ
dc.identifier.bibliographicCitationPerkins, M. (2017). Cameras in early childhood settings: Preliminary findings from a small scale study. Early Education, 61, pp.22-25.en_NZ
unitec.publication.spage22en_NZ
unitec.publication.lpage25en_NZ
unitec.publication.volume61en_NZ
unitec.publication.titleEarly Educationen_NZ
unitec.peerreviewedyesen_NZ
unitec.identifier.roms60410en_NZ
unitec.publication.placeAuckland, New Zealanden_NZ


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