How do we introduce pedagogical narration to families? by https://padlet.com/aargent1/i3b85ak306uas5ig Imagine you are a team of early childhood educators and you are composing a paragraph for a parent handbook that explains both the value and the intent of in-process documentation. Refer to the ELF (pages 51-58) and pull out some ideas that would give families a good sense of how to engage with it and also what it represents in ECE practice? This does not have to be polished work. en-us 2021-11-24 23:52:57 UTC 2021-11-25 03:13:58 UTC hello@padlet.com Group 4 (Yujin k, Mandana, Augusta, Hajoo) https://padlet.com/aargent1/i3b85ak306uas5ig/wish/1911723162 - We invite parents to the pedagogical spaces for a collaborative dialogue.
- We acknowledge that constant documentation is the foundation source for our PN , and that it is always a processual concept.
-We inform families and the community how much we value children's engagements and the pedagogical observation that educators implement daily.
-We present our PN in a way that effectively shows interrelationships between friends and the collaborative coconstruction of knowledge.
-By posting on the wall and on parents' handouts make sure our PN is not an enclosed document but it is open for everyone to easily see and be informed. 
-Pictures, captions, translations may be involved to engage as many family households as possible including diverse ethnicities in Canada.
-Be mindful of languages used (sometimes, parents may not be able to understand certain terminologies that we use in PN).]]> 2021-11-25 03:01:42 UTC https://padlet.com/aargent1/i3b85ak306uas5ig/wish/1911723162 Group 3: Darcy, Laurel, Filippa, Sherice, Junko https://padlet.com/aargent1/i3b85ak306uas5ig/wish/1911726612 PN is supposed to make learning visible, and it should be just that! PN is not an end-result, or a recount of the day, nor is it a project purely made to be submitted to a professor-- never seen by the actual centre. Rather it is made visible to guardians, children, families, and educators who enter our spaces as an ever-changing display of learning.
Filling our classrooms, we hope our PNs displays a collective being and show our culture of being with one another through dialogues, conversations and struggles. It is not necessarily perfectly polished either, but it is open to uncertainty. We are inspired to work with the BC ELF to make traces of learning visible, contaminating our walls by galleries of theories and ideas we are thinking with. 
We also hope that our PN speaks to our active image of us educators. We hope to display our mutual curiosity with children as we make intentional pedagogical choices to listen deeply to the theories of children.
]]> 2021-11-25 03:04:00 UTC https://padlet.com/aargent1/i3b85ak306uas5ig/wish/1911726612 Group2 :Hsin, Brittany, Yujin, Thi, Ziting a789a5 https://padlet.com/aargent1/i3b85ak306uas5ig/wish/1911732701 Pedagogical narration plays an essential part in the child care center. It helps educators, children, and parents to understand children more. It also gives children a place to fully develop their potentials.  Our pedagogical narration focuses on processes rather than outcomes, it will highlight thinking or relationships rather than a project. We as educators believe that it is a collective learning process that will engage children, educators, and parents to work together in bringing new ideas, interpretations, questions and discoveries from different perspectives. According to “Early Learning Formwork”, British Government (2019) states “Children become the focus of a dialogue in which their voice is listened to and their role is respected" (p. 52). It is important to us that each individual is seen, respected and acknowledged for their discovery, theoretical ideas and inquiries.]]> 2021-11-25 03:07:46 UTC https://padlet.com/aargent1/i3b85ak306uas5ig/wish/1911732701 Group 5 - Annie, Anna, Ingrid, Tracy ingridsellkoerich https://padlet.com/aargent1/i3b85ak306uas5ig/wish/1911734593 Pedagogical narration is a “process of noticing and collecting moments from daily practice and sharing these with colleagues, children, and families” (ELF, P.51) making learning visible and open to reflection. Pedagogical narration is more than displaying what children do during the day, is a way of making children’s learn visible and bring different views to what has being thought, bring different voices and new possibilities to children’s wonders. As educators we invite families and communities to engage with the pedagogical narration, by working with the pedagogy of listening to share, accept, and engage with different perspectives transforming everyone involved in researchers and critical thinkers. The pedagogical narration is a beautiful way of observing, and collecting moments from daily learnings and listening to parents' perspectives will improve the relationships of children and adults, and make the work more meaningful and collective.

]]> 2021-11-25 03:08:50 UTC https://padlet.com/aargent1/i3b85ak306uas5ig/wish/1911734593 Pedagogical Narration Explained to Parents (Jaya, Jacqueline, Jiajing, Heeju, Greg) gregwilcox https://padlet.com/aargent1/i3b85ak306uas5ig/wish/1911742091 Pedagogical Narration is a central part our practice here in our program. It involves creating a collage of the children's learning processes, which could involve taking photos, videos, and recording the children's images, theories, and ideas. This allows us to make the children's learning visible to the children, the educators, families, and the community. "Simply put, pedagogical narration may be thought of in this way. Listen deeply, be curious, embrace wonder, share the story" (BC Early Learning Framework, p. 51). We invite you to join us in reflecting, sharing, and recording the amazing work of your child as well as the entire group.]]> 2021-11-25 03:13:58 UTC https://padlet.com/aargent1/i3b85ak306uas5ig/wish/1911742091