Reasons why

Documenting self-review is helpful for a number of reasons:

• It makes our review process transparent for everyone.
• It helps us to keep a record of our reviews over time.
• It serves as a reminder of our intentions and discoveries in review.
• It enables us to share our reviews with others (including external reviewers).
• Both planned and spontaneous reviews can be documented.

Documenting planned reviews involves developing a formal procedure for review. This can be expressed in a policy/procedural statement.

What it includes

Documentation includes:

• a planned review programme that spans 1 to 3 years and covers all areas of practice over time (see Appendix 2)
• a plan for each review (see 'Preparing a plan' in Section 2 and Appendix 2)
• a record of the information gathered and analysed that supports review findings
• a plan for change (see 'Developing a plan for change' in Section 2 and Appendix 2).

Documenting spontaneous reviews involves recording happenings and events that trigger a review as well as the review process and outcomes. Spontaneous reviews are often documented after the actual review has taken place.

Documenting planned and spontaneous reviews allows us to keep a record of the process, information gathered, and outcome of each review and to monitor the implementation of our action plan. Appendix 1 provides some examples of documented self-review from a range of early childhood education services.

You can also view samples of documented review.

Sample 1 – A systematic review schedule

Our vision

We aspire for children to be confident explorers, keen inquirers, and creative thinkers. Our learning environment will enrich and enhance the knowledge, skills, and dispositions children bring to the learning experience. Through collaborative relationships, we will work with children and their families | whānau to promote positive learning outcomes for all children.

Goal 1

How we will achieve this vision (direction)

Children will have access to a wide range of appropriate resources (that promote meaningful exploration).

Key practices for review focus

Learning and teaching practice

When review will take place

May to June 2005

Goal 2

How we will achieve this vision (direction)

Adults will be responsive to children's questions and cues (to promote inquiry).

Key practices for review focus

Learning and teaching practice

When review will take place

August to November 2005

Goal 3

How we will achieve this vision (direction)

Adults will actively encourage and acknowledge children's ideas and suggestions in the learning and teaching context.

Key practices for review focus

Learning and teaching practice

When review will take place

August to November 2005

Goal 4

How we will achieve this vision (direction)

Adults will provide a diverse range of opportunities for families, whānau, and the wider community to be involved in children's learning.

Key practices for review focus

Collaborative practice

Learning and teaching practice

When review will take place

March to October 2005

Meeting accountabilities

Key practices for review focus

Governance and management practice

When review will take place

January to September 2005

Sample 2 – Example of a review plan

Review plan: May to June 2005

Indicators, key practice and focus

Indicators

Children will use resources to:

• solve problems
• classify
• look for patterns
• make comparisons
• explain to others

(Te Whāriki, page 88)

Key practice for focus

Learning and teaching practice

Focus for review

To what extent our current range of resources (equipment and materials) promote exploration for our 4-year-old children?

Timeframe and gathering information

Timeframe

May to June 2005

Gathering information

• Over a 2-week period, gather information about children (4-year-olds) using resources in the centre.
• Staff member X will code children's (4-year-olds') use of resources in existing learning stories documented over the past 6 months, using indicator criteria.
• Staff member Y will video children (4-year-olds) using resources for a total of 15 minutes daily (staggered throughout the day) over a period of 1 week.
• Staff member Z will support children (4-year-olds) to take photographs of resources that promote exploration.
• Children (4-year-olds) will be invited to share and discuss photographs.
• Teachers will view and code video footage and photographs at the next staff meeting.

Tools and ethical considerations

Tools

• Existing learning stories.
• Video and photographs (existing and new).

Ethical considerations

• Do we have consent of children (4-year-olds) and parents for use of existing learning stories/photographs?
• Have we got consent for videoing and photographing children?
• How will we ensure that children have a choice about the extent of their involvement?
• How will we let parents know what we are doing and why?
• How will we share the findings of this review and with whom?