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ERIC Number: EJ988529
Record Type: Journal
Publication Date: 2012
Pages: 13
Abstractor: As Provided
Reference Count: 35
ISSN: ISSN-0966-9760
"Learning Stories"--Crossing Borders: Introducing Qualitative Early Childhood Observation Techniques to Early Childhood Practitioners in Saudi Arabia
Nyland, Berenice; Alfayez, Shatha
International Journal of Early Years Education, v20 n4 p392-404 2012
Early childhood education has become a focus of government policy across the world. Part of the present increased interest in early childhood education has been a focus on curriculum frameworks and socio/cultural methods of assessment. Currently, New Zealand has emerged as a world leader in early childhood education, and observation and assessment techniques, developed in New Zealand, have become an international focus of research and pedagogic practice. One exemplar practice to have emerged from research in New Zealand is the assessment of children's learning. An assessment project, conducted at the instigation of the New Zealand Ministry of Education, was designed to recognise key outcomes from the New Zealand curriculum, "Te Whariki", and to provide practitioners with a tool that would assist in the development of assessment ideas and procedures. The result was "Learning Stories." This present research explored the introduction of "Learning Stories" into Australia and investigated the potential of "Learning Stories" as an assessment tool for early childhood practitioners in the context of Saudi Arabia. (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; New Zealand; Saudi Arabia