Portfolio guideline

Contents• What is a portfolio• What goes in a portfolio• Early Years Learning Framework (EYLF)• How to write a portfolio entry• Why develop a portfolio• Example one: Learning Story (Portfolio

entry)• What is a program• EYLF, Learning outcome ideas 1+2• EYLF, Learning outcome ideas 3+4• EYLF, Learning outcome ideas 5• Example one: Program• Blank program• What is an observation• What is the purpose of an observation• What do I include in an observation

(Portfolio entry)• Developmental milestones • Craft ideas

What is a portfolio?From an early age children can develop self-assessment skills,

gradually taking more responsibility for the quality of their own work. A portfolio is a useful way to promote these skills

and it will help you gain a holistic understanding of the child’s being.

A portfolio is as a collection of organised, purposeful information and items by and about

individuals that provide insights and an overview of learning and development over time.

For children and families, portfolios can offer the chance to become part of a collaborative process

where all contributions are welcomed and added to the understanding of children learning in family and

community contexts.

What goes into a portfolio?Portfolios can include observations, photographic records, learning stories, conversations, reflections,artefacts, descriptions, questions and analysis.

Linkage to the Early Years Learning Framework: At some point within the interpretation, summary and development of experiences, activities and environments for the program, there should be some visible link to the Early Years Learning

Framework.

Linking the portfolio to the Early Years Learning Framework ensures that: • We are implementing a program which is compliant within the standards, legislation and

requirements which govern the profession; • We are focused and aware of children‘s learning and how it connects with their development; • children are provided with opportunities to maximise their potential and develop a foundation for

future learning successes; • children are experiencing opportunities of quality teaching and learning; and • The early learning professionals are recognising and upholding the rights of the child.

When writing the linkage to the portfolio entry, you should be writing it at the bottom of the page. Here is

an example of how to write the linkage.EYLF – LO: 1.1 Children feel safe and secure.

PLEASE NOTE: A portfolio entry is written each week and links to your weekly program.

Early Years Learning Framework (EYLF)

EYLF is a national curriculum phased in over the past two yeas and is becoming compulsory at the beginning of 2011 for all children in Long Day Care (child care), Family Day Care and Kindergarten/Preschools. The EYLF is based on three principals of Being, Belonging and Becoming, these are outlined below:

BEINGChildhood is a time to be, to seek and make meaning of the world. Being recognises the significance of the here and now in children’s lives. It is about the present and them knowing themselves, building and maintaining relationships with others, engaging with life’s joys and complexities, and meeting challenges in everyday life. The early childhood years are not solely preparation for the future but also about the present. (EXPLORING, CREATING, KNOWING YOURSELF)

BELONGING Experiencing belonging – knowing where and with whom you belong – is integral to human existence. Children belong first to a family, a cultural group, a neighbourhood and a wider community. Belonging acknowledges children’s interdependence with others and the basis of relationships in defining identities. In early childhood, and throughout life, relationships are crucial to a sense of belonging. Belonging is central to being and becoming in that it shapes who children are and who they can become. (RELATIONSHIPS, SECURITY, RESPECTING DIVERSITY – BEING UNDERSTOOD)

BECOMINGChildren’s identities, knowledge, understandings, capacities, skills and relationships change during childhood. They are shaped by many different events and circumstances. Becoming reflects this process of rapid and significant change that occurs in the early years as young children learn and grow. It emphasizes learning to participate fully and actively in society. (INDEPENDENCE, SELF-SUFFICIENCY, CONFIDENCE IN DOING THINGS, BUILDING ON PRIOR LEARNING)

How to write a portfolio entry

Below is a step by step guideline of how to write a portfolio entry:1) You should be including your weekly program into the portfolio. This is used to

identify the links to the child’s weekly objectives;2) On the following page, you should write a title and date the entry (all portfolio

entries MUST be dated). Once this is complete, you will then add the portfolio entry. This is where you will write the beginning and middle of the entry.

3) Once you have recorded your entry, you now need to write an reflection. The reflection illustrates what the child has learnt from the set experience and if they have achieved their weekly objective set for them. This experience is also outlined in the weekly program.

4) A follow-up objective is the last part of the portfolio entry. This objective is what you would like the child to achieve for the following week, it is also outline in the following weekly program.

5) At the very bottom of the portfolio entry you will need to add a learning outcome outlined in the EYLF book. Please refer to page 4 on how to write the linkage.

6) On the following page, you can then add the child’s photo/work sample. Photos can be added into the portfolio entry to illustrate the process.

Why develop a portfolio? Below is a list of reasons why portfolios are developed. They are utilised to:• document an individual’s journey of learning and development over time;• reflect on continually evolving practices and understandings;• provoke reflections concerning efforts and achievements;• plan for improvement and other learning and development possibilities;• portray and foster reflections on the utilisation of different learning styles;• demonstrate tools of engagement in the fusion of process and product inthe learning and development journey;• foster a sense of belonging and wellbeing; and • involve multiple voices in learning and development pathways.

Example of a Learning StoryIt was interesting watching Amber today as she discovered whather reflection can do in a mirror. She watched her reflectionmoving in the exact same manner as her body and appeared to be quite interested by this concept as she was observed participating in this area of play for several minutes.

She moved a block that was in her hand closer to the mirror and experimented with sound by hitting it against its surface — an action she later repeated with her own hands upon deciding to no longer play with the block. She even thought to put her tongue onto the mirror to see if her reflection could do the same — and it did!

Several moments were spent experimenting with different movements all while watching herself in the mirror. At one point, she even had a short conversation with her own reflection and laughed and squealed, along with her reflective self, whilst participating in this activity of self discovery and self concept.

Follow-up objective: For Amber to express her emotions whilst looking in the mirror OR ForAmber to utilize a crayon to draw on the mirror

EYLF – LO: 1.1 children feel safe, secure and supported

PLEASE NOTE: This learning story would be accompanied several photos

What is a program The purpose of a program is to assist you in developing a journal in

regards to the child’s learning. A program should be the tool we use to reflect upon children‘s learning and development in order to see how far they have come, as well as how they are currently developing.

A program provides the children with the following:• Opportunities to plan and/or modify their environment; • A range of creative experiences, play areas and materials, including

natural and recycled materials, to encourage children to explore and make choices;

• Makes opportunities for active free play and independent play; • Opportunities for children to practice developing skills; • Extends on children‘s experiences and develops children‘s self-help

skills; and • Fosters all aspects of children‘s development in a holistic way and

support smooth transitions.

EYLF, Learning Outcome ideas

Learning Outcome 1

3-12months:• Looking in the mirror• Holding own bottle1year:• Dress-ups• Dolls• Books2years:• Dress-ups• Role playing• Home corner3years:• Cooking activities• Dress-ups• Role playing• Home corner4years: • Using different languages• Cooking activities• Dress-ups• Role playing• Home corner

Learning Outcome 2

3-12months:• Sensory garden• Rattlers• Shakers• Meal times• Multicultural music1year: • Photos• Sensory garden2years:• Vegetable garden• Sensory garden3years:• Home corner• Drawing table• Quiet mat4years:• Home corner• Drawing table• Quiet mat

EYLF, Learning Outcome ideas

Learning Outcome 3

3-12months:• Outdoor play• Pulling to a standing position• Tummy time• Crawling1year:• Meal times• Self-help skills• Toileting• Gross motor2years:• Dancing• Self-help skills• Gross motor3years:• Stretching• Movement• Healthy eating• Dressing self4years:• Stretching• Movement• Healthy eating• Dressing self

Learning Outcome 43-12months:• Sharing • Turn taking• Drawing• Painting• Collage• Play-dough• Matching• Messy play1year:• Drawing• Painting• Collage• Puzzles• Duplo2years:• Dolls• Books• Drawing• Painting• Puzzles3years:• Dolls• Books• Drawing• Painting• Trainset• Home corner4yaesr:• Dolls• Books• Drawing• Painting• Collage• Puzzles• Trainset• Duplo• Home corner• Quiet mat

EYLF, Learning Outcome ideas

Learning Outcome 5

3-12months:• Mimicking sounds• Starting prompting words• Listening to repetitive songs/books1year:• Flash cards• Listening to repetitive books/songs2years:• Empowerment• Flash cards• Sharing• Turn taking• Listening to repetitive books and songs3years:• Computer based activities• Making and creating• Science experiments• Magnetic play4years:• Readers• First stories• Dot to dots

What is a observationAn observation is part of your portfolio entry, it no only entails looking and

watching a child, it also includes:• Listening;• Questioning;• Reflecting; and • Documenting.

We do this to identify and support the child’s strengths, needs, interests and development.

What is the purpose of an observation

Below is the various reasons why we observe children and write observations on

them:, these include:• Gathering information on a child’s emerging skills;• assessing and monitoring a child’s play references, social interactions,

communication and language, thinking styles, physical abilities and emotional status;

• Analyzing behavior to identify triggers, or consequences which are maintaining behavior; and

• Investigating child’s behavior and expressed emotions in order to identify an additional need

Please note: It is important to write what you can SEE and HEAR, they must be objective. You cannot know what a child is thinking or feeling so you should only record the child’s physical and verbal responses based on what you see and hear.

What do I include in an observation?

When writing an observation, remember it tells a story, therefore it should have:

• A beginning (set the scene for the child – where they are and what they are doing);

• A middle (this is what the child is doing, saying, acting, behaving etc); and • An end (an overall evaluation of what the child achieved).

You should be detailing the general learning of the child which is occurring.

You should include the following:• The child’s name; and • Date.

Written observations are legal documents that can be used in a court of law asevidence. It is vital that written observations are factual (objective) rather thanbased on assumptions of what the observer feels or thinks they are seeing (subjective).