6.1: Introduction

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Page ID: 42539

Gina Peterson and Emily Elam
College of the Canyons

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From the moment a child walks into their classroom, they are learning . They are learning from their peers, their teachers, their families and through their own trials, errors and explorations. How can we best communicate what children are learning to their families in a respectful and reassuring manner? How can we convey that a child’s academic progress is just one aspect, as we strive to develop the whole child? In this chapter, we will discuss how intentional teachers use documentation and assessment to effectively communicate with families. The goal of this final chapter is to demonstrate how we connect observation, documentation and assessment all together to provide quality learning experiences for the children and families that we serve, and that there is value in everything we do as intentional teachers.