Kei Tua o te Pae

Kei Tua o te Pae/Assessment for Learning: Early Childhood Exemplars is a best-practice guide that will help teachers continue to improve the quality of their teaching.

The exemplars are a series of books that will help teachers to understand and strengthen children's learning. It also shows how children, parents and whānau can contribute to this assessment and ongoing learning.

We are making improvements to our download-to-print functionality. So if you want a printed copy there are PDF versions available at the bottom of the main cover page.

The quality of assessment in early childhood education – ERO(external link)

Non-verbal communication skills for a range of purposes

  • Drawing and chanting together

    • 11 August - Mūmū Te Āwha na Whaea Re-nee

       Child drawing on whiteboard

      Mūmū Te Āwha was watching Mira drawing on the whiteboard. She picked up a pen and began to draw alongside Mira, glancing over her shoulder to see what Mira was drawing then continuing with her own picture. After a short period Mūmū Te Āwha decided to use two pens, one in each hand, then changed to both in one hand. She drew circles with great concentration holding the two pens. She was very impressed with the outcome and asked Mira to look at her work. Mira smiled at Mūmū Te Āwha and carried on drawing. "Like this," said Mūmū Te Āwha. She started to sing to Mira, "Porohita, porohita."

      Mira watched Mūmū Te Āwha as she made big strokes on the whiteboard then began to sing along with Mūmū Te Āwha, "Tapawhā, tapawhā." Mira's strokes became wider and longer as they sang, a lot similar to Mūmū Te Āwha's drawing. They carried on like this for a few minutes then put their pens away and went off to play in the sandpit.

      I love to watch Mūmū Te Āwha do any type of art as I find her interesting as she goes through the motions. She is peaceful and takes care in what she is producing. Everything she creates has a purpose and has a meaning to her. In this instance Mūmū Te Āwha used singing as a stimulant to encourage Mira to draw the way that makes her happiest and is most satisfying. She wanted to share that feeling with Mira as she showed such a positive interest in Mira's work. We will expose you to a great lot more art experiences Mūmū Te Āwha and let your mind run free. He kōtiro rangimārie koe.

      What's happening here?

      Two young children are communicating with each other by drawing, chanting, and smiling to each other when they make eye contact.

      What does this assessment tell us about the learning (using a Communication/Mana Reo lens)?

      At least three "non-verbal" communication modes or "languages" are evident in this learning story. Mira is drawing, and Mūmū Te Āwha joins her at the whiteboard.

      Mūmū Te Āwha accompanies her drawings of circles with a chant: "Porohita, porohita." Mira replies by chanting "Tapawhā, tapawhā", and Mūmū Te Āwha joins in as they both shift to drawing wide and long strokes. The assessment notes that "Mira smiled at Mūmū Te Āwha", recognising the unspoken communication that is occurring between these two children.

      Combining drawing and chanting appears to be a very creative way of using the whiteboard. It may be common practice at this early childhood service to make such "holistic" connections.

      How might this documented assessment contribute to Communication/Mana Reo?

      This documentation offers considerable detail about what and how Mūmū Te Āwha is drawing as well as the interactions between the two children. It will provide a reference point for reflection as the children's ways of interacting with each other change.

      What other strands of Te Whāriki are exemplified here?

      Mūmū Te Āwha is taking the initiative here, and there is an element of Contribution/Mana Tangata, taking responsibility and relating to others. Mūmū Te Āwha is drawing circles with "great concentration", which is an aspect of Well-being/Mana Atua - trusting the environment enough and being confident enough to totally engage in an activity, oblivious to all that is going on beyond that activity.

  • Introducing the computer

    • Child: Kaeleigh

      Date: October

      Teacher: Kimberly

          Examples or cues

      A Learning Story

      Belonging

      Mana whenua      		 Taking an Interest Finding an interest here – a topic, an activity, a role. Recognising the familiar, enjoying the unfamiliar. Coping with change.

      Today we had a special visitor named Jo, who came in to talk to our teachers about ICT in our centre. Jo had a few spare minutes after lunch, so she brought her laptop out for us to play with. At first, we were looking at her photos on the laptop, and we all took turns at pressing the buttons to rotate through the photos. Then Jaimee asked if we could use the computer to write our names. Jo asked, “Should I put a page up so you can write your name? This is called Kid-Pix, which the children at my kindy use.”

      When it was your turn, Kaeleigh, you typed the K and the A, but when you went to press the E, it typed EEE. You knew that there are not three E’s in your name, but you didn’t know how to fix it. Jo showed you where the delete key was, and you were away again, typing your name all by yourself.

      Later on, when Jaimee was having a turn, she accidentally put in four A’s. You remembered how to delete the letters and showed Jaimee what to do to fix up her name.

      Children and teacher gathered around a lap-top computer
      Well-being

      Mana atua      		 Being Involved Paying attention for a sustained period, feeling safe, trusting others. Being playful with others and/or materials.
      Exploration

      Mana aotūroa      		 Persisting with Difficulty Setting and choosing difficult tasks. Using a range of strategies to solve problems when “stuck” (be specific). 
      Communication

      Mana reo      		 Expressing an Idea or a Feeling In a range of ways (specify). For example: oral language, gesture, music, art, writing, using numbers and patterns, telling stories.
      Contribution

      Mana tangata      		 Taking Responsibility Responding to others, to stories, and imagined events, ensuring that things are fair, self-evaluating, helping others, contributing to the program. 

      Short-term review

      Kaeleigh, the teachers have learnt so much from Jo today, and I was really glad to see that you were learning some new things as well. You learnt how to do something new on the computer, and you were able to use this knowledge to help someone else when it was their turn.

      Tino pai Kaeleigh

      What next?

      Kaeleigh, I’m sure that you would like to have another turn on the computer, and one idea we have had is to help you make a talking book on the computer. Does this sound like something you would like to do? We will talk about it and see what other ideas you have.

      What’s happening here?

      Teachers and children (in this case, Kaeleigh and Jaimee) at this early childhood centre are learning from a visiting expert how to use the computer.

      What does this assessment tell us about the learning (using a Communication/ Mana Reo lens)?

      Information communication technologies are another mode of communication literacy. Here Jaimee and Kaeleigh are being introduced to the keyboard of Jo’s computer and to the Kid Pix program. They are learning how to find the letters of their names on the keyboard. Jo teaches Kaeleigh how to use the delete button, and Kaeleigh then teaches Jaimee how to delete letters when Jaimee puts four A’s in her name.

      How might this documented assessment contribute to Communication/Mana Reo?

      The What next? section is addressed to Kaeleigh and suggests further steps she might like to follow in developing her skill with this new communication tool.

      In the Short-term review section, the teacher comments that it is not only the children who have learned about ICT today – the teachers have as well, and this documentation is a reminder that teachers also learn new things.

      What other strands of Te Whāriki are exemplified here?

      Kaeleigh takes on the responsibility of teaching Jaimee how to delete letters from the screen.

      This generation of children will often also teach their parents and grandparents about ICT. This demonstrates an aspect of the Contribution/Mana Tangata strand of Te Whāriki.