Melbourne Graduate School of Education - Research Publications

Permanent URI for this collection

Search Results

Now showing 1 - 10 of 14
  • Item
    Thumbnail Image
    Thirty-one is a lot!: Assessing four-year-old children's number knowledge during an open-ended activity
    Pollitt, R ; Cohrssen, C ; Church, A ; WRIGHT, SK (SAGE Publications, 2015)
    In Early Childhood Education, formative assessment should be ongoing and include multiple sources of evidence of children's existing knowledge. Children's understanding of mathematical concepts is highly diverse from a very early age, yet practical strategies to assess children's individual understanding are not always child centred and strengths based.This study explores the diverse ways in which 47 four-year-old children at three different early learning centres in metropolitan Melbourne demonstrated their number knowledge while they traced around wooden numerals, drawing and discussing values of quantity. Examples of children's representations of quantity are illustrated, accompanied by extracts of transcribed conversations. Findings demonstrate that this formative assessment strategy, through attuned prompts and skilled inquiry from the teacher, elicits children's complex understanding of number, located in the everyday experiences of their lives. Embedded in play-based activity, this assessment strategy is both engaging for children and highly productive for educators in documenting children's learning.
  • Item
    Thumbnail Image
    Adapting mainstream classroom procedures to accommodate students with diverse abilities
    WRIGHT, S (Journal of Cognitive Education and Psychology, 1994)
  • Item
  • Item
  • Item
  • Item
    Thumbnail Image
    The arts and schooling: An analysis of cultural influences
    WRIGHT, S (Journal of Cognitive Education and Psychology, 1997)
  • Item
    Thumbnail Image
    Developing the metacognitive skills of academically gifted students in mainstream classrooms
    Ashman, AF ; Wright, SK ; Conway, RNF (Informa UK Limited, 1994-02)
  • Item
  • Item
    Thumbnail Image
    Assessment n the arts: Is it appropriate in the early childhood years?
    WRIGHT, S (Studies in Art Education, 1994)
    Assessment in the arts is often overlooked or avoided in the early childhood years because it appears to be incompatible with a child-centered, process-oriented philosophy which is characteristico f educationf or young children.A reflective assessment procedure, however, based on ethnographic methods of participant observation and interpretation, can inform the early childhood teacher's practice of guiding learning in music, the visual arts, movement, drama, and play. Artistic profiles of individual children's accomplishments may center on processes such as discovery, pursuit, perception, communication, self- and social-awareness, skill use, creativity, analysis, and critique. Anecdotal records may also focus on the elements and principles of artistry and may provide the basis for program continuity for individuals and groups of children.
  • Item
    Thumbnail Image
    Interlocutor-child interactions: Supporting children's creativity in graphic-narrative-embodied play
    WRIGHT, S ; Lee, WY (Australian Pre-School Association, 2017)
    Fostering creativity in children's learning is prioritised in a number of early chldhood education framework documents across the world. Despite this emphasis, the educator's role in supporting children's creativity is often mitigated due to lack of understanding about the nature of creativity and how to appropriately provide support. This paper presents a practioner-based case study of chldren's graphic-narrative-embodied play experience through interlocutor-child interactions in one early childhood setting in Melbourne, Australia. The study aimed to investigate how one-to-one creative dialogues support children's drawing-talking and gesturing. Three children's graphic-narrative-embodied play and interlocutor-child interactions were video-recorded, transcribed and analysed using an interpretivist paradigm. The analysis process was guided by sociocultural theories and pre-existing frameworks on children's creative dispositions, thinking styles and creative processes in multimodal meaning-making. Key findings include conditions that favour creativity in children's graphic-narrative-embodied play and approaches to co-creating this with children.