He kupu whakamāramaGlossary

English

A

Analysis

The interpretation (making sense) of information in order to generate evidence that will inform judgments.

Appraisal

The evaluation of performance.

Assessment

The practice of observing children's learning (noticing), seeking to understand it (recognising), and acting on this understanding (responding). (Adapted from Drummond, 1993, in Kei Tua o te Pae, Book 1.)

C

Conceptual approach

An approach to analysis that interprets the information in relation to key ideas, theories, or frameworks.

Community of learners

A community made up of children, families, whānau, teachers, and others who have common learning goals.

Criteria

Principles or standards by which something can be decided or judged.

Curriculum

The sum total of the experiences, activities, and events, whether direct or indirect, that occur within an environment designed to foster children's learning and development.

D

Descriptive approach

An approach to analysis that involves looking for themes, patterns, or contradictions or seeking out predetermined categories.

E

Evaluation

The process of using evidence to form a judgment about how well goals are being met, in order to make decisions about change.

Evidence

Information that has been analysed and, as a result, informs the judgments that are made in review.

F

Focus

An area of practice that is targeted for review, usually expressed as a question or statement.

I

Indicator

A statement that outlines the desired practice or outcome.

J

Judgment

A decision or opinion made on the basis of evidence.

N

Numerical approach

An approach to analysis that involves counting, comparing, or interpreting different sets of figures or ideas.

P

Policy

A rule, course, or principle of action adopted by an early childhood education service regarding particular aspects of practice; a policy should be consistent with the shared vision of that service.

Portfolio

(Also called profile) a collection of observations that form a profile documenting a child's learning over time.

R

Review priority

An aspect of practice that is regarded as the most important focus for a review.

Reflection

The act of looking beyond the taken-for-granted ways of doing things and exploring alternatives for practice.

Reflexivity

The act of suspending judgments by accepting the fact that there are many ways of knowing and coming to know.

V

Vision

A statement that sets out a service's aspirations for children as learners.

Te reo Māori

A

Ako

Reciprocal processes of learning.

Arohaehae

To critically discern.

K

Kaupapa

An agenda, a way of doing things, a plan.

Kaiako

A teacher.

R

Raranga

A weaving technique that involves overlapping strands or fibres (6 root words are also explored in section 3).

The elements of effective review

T

Takapa

A mat that is spread out on the floor.

Tino rangatiratanga

Self-determination or the ability to determine one's own destiny.

W

Whakatauākī

Sayings that each have many meanings rather than a direct translation.

Whanaungatanga

A value that reinforces the commitment of a group.

Whānau

A family or group of people who are connected in some way.

Sāmoan

I

'Ie toga

A fine mat.

P

Papa laufala

An everyday mat.