(Children explain their writing process)
We begin by inviting the children involved in the photo to share so that they know ahead of time. We open up the floor to them to explain what was taking place in the photo and sometimes ask for clarification. This piece is pivotal in developing oral language in the early years. During this time, we are also documenting (word for word) what the children are saying so that we can review it and reflect on it as educators and so that we could come back to it should the children chose to. Sometimes educators are naming the learning during this part (e.g. "I see you were sorting the materials by size") to attach specific vocabulary to the investigation.
(Sharing about observations of a plant)
Following this part, the children choose one or two peers to ask questions about what they have just shared. We've talked about questions versus sharing stories and have noticed that children are consistently asking questions during this part instead of sharing their own personal stories. Asking questions is also a big part of the kindergarten curriculum.
(The above photo led to lots of discussion about letters with sticks versus curved letters)
We are now posting these photos on our documentation board with the transcribed conversation and questions. We are wondering if this will children to re-visit investigations or children not originally involved to pick up where the group left off. It also allows us as educators to look for patterns in interest, assess gaps in understanding, gathering new materials that may connect, and to plan next steps for either specific children, a small group, or the whole class. We are eager to share about how posting photos on the wall drives further learning.
(Discussing the focus of using some toys from home)
