Introduction:

The aim of the project is to create learning environments that promote children's development, learning and well-being. The DayCare Centres were inspired to see learning through the eyes of the child, and have focussed on Learning Language and Learning Strategies, Growth Mindset, Feedback and Engaging Parents in Learning. The project aims to give children the best possible start in life by giving them space and opportunity to think and reflect.

 

Observable Impact in Skanderborg DayCare Centres

  • Feedback: Feedback has seen a significant shift over the two year period. A key focus in the DayCare Centres has been to see learning through the child's eyes as a foundation for setting success criteria.  There has been a distinct change in all learning environments, so that documentation is now almost always at child-height. Because of this, children are interacting with the learning materials and collaborating more with each other.  The move to child-centred practice is significant, as many children experience language for learning, shared goals and opportunity for reflection.

    Strategies to support children’s learning were evident in more than 90% of the DayCare Centres, and learning goals can be seen and heard being shared with the children, verbally and in visual tools placed at the children’s height.

  • Aims: The leaders and pedagogues have created a cultural shift through the language they use to describe learning. In more than 70% of the DayCare Centres practice, mistakes, role model and encouraging are emerging as key words. It is perhaps most interesting to note that the words ‘Children’ and ‘Learning’ were not referenced in 38 visits at the baseline. However, these are the most frequently used words by both pedagogues and leaders in the Progress Visits. This shows us that the goal of the DayCare Centres work is now more focussed on children’s learning.

  • Monitoring Learning: The way in which adults monitor children’s learning has changed. There is a range of good practice across the kommun including; writing learning goals in journals and recording evidence of progress against them, reviewing learning with the children in groups and individually, showing progress on the wall in ways children can understand and review – taking ownership of their own progress, and video footage is used to show how the children work in practice.

  • Independent Learning: More pedagogues are encouraging active participation, where the children have to think for themselves. In this way, the pedagogues are acting as a role model for being a good learner and creating ’space for the children to think, to share language and to reflect’.
  • Collective Efficacy: DayCare Centres show that there is now a questioning culture, where the staff challenge each other and ask questions rather than giving answers. This encourages reflection on everyday practice and supports individual and collegiate learning. Many of the pedagogues and leaders recognised that to make collegiate practice work really well then, you need to have a Growth Mindsetyourself. Adults in the majority of centres (26 out of 28 visited) were seen acting as role models for Challenge, Language and Growth Mindset.

Effectiveness of Feedback Shift between Baseline and MidTerm

Effectiveness of Feedback Shift between Baseline and MidTerm

The rate at which the kommun has made progress towards its vision is signicantly above the expected rate of progress

The rate at which the kommun has made progress towards its vision is signicantly above the expected rate of progress