Abstract
Narrative approaches to documentation and assessment in early childhood education (ECE) encourage children to be active contributors to their own learning journey. The growing emphasis on technology in society is changing assessment practices, with the introduction of e-portfolios into ECE, extending traditional documentation methods. Despite their growing popularity in New Zealand ECE settings, little research into their impact on children and their learning has been undertaken to date. This study examined children's engagement with their learning using e-portfolios through a national online survey and case studies of two ECE centres. This article presents findings from the study, including children's engagement with hard-copy and e-portfolios, connections between home and the centre, and teacher practice to inform how teachers may utilise e-portfolios to support children’s learning.
Highlights
Introduction to the topicThe way we communicate and share information has shifted dramatically over the last few decades; we text, message, email, photo share, blog and video chat
The chapter presents the findings from the two selected case study centres: Dibley Kindergarten and Grendale Education and Care
5.3 Case study two: Grendale Education and Care Grendale Education and Care is a full-day EC centre situated in a major New Zealand city
Summary
Introduction to the topicThe way we communicate and share information has shifted dramatically over the last few decades; we text, message, email, photo share, blog and video chat. E-portfolios have been popular in the workplace sector for many years (Lorenzo & Ittelson, 2005; Wade, Abrami & Sclater, 2005) but more recently have become part of educational practice as a way to collaborate and communicate with students, families and teachers (Barrett & Garrett, 2009). 4.2 Demographic Data The survey invitation was emailed to a total of 2,315 education and care and kindergarten services around New Zealand. Before the commencement of data collection an online survey was emailed to all teaching staff and families in the kindergarten. In addition to the online survey, observations and interviews with teachers, parents and children revealed more in-depth data about the engagement of children with their learning through e- portfolios at Dibley Kindergarten
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