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The ROSE way framework provides guidance on the development of the ‘research focus’ to assist your team in getting started. This focus is educator driven and in line with the current trends and topics of early childhood theory, practice and research. This is one of the key differences to many planning tools currently being used in early childhood. Common practice is to observe the children’s interests and then base the planning on this. The ROSE way works in a different way to this by using a research and inquiry based approach to the planning and fusing this with the children’s emerging play ideas.
The educators journal is a space for educators only, it is a space where educators can brainstorm, put their questions, reflections and intentional planning. The way the journal is constructed allows the educator to construct their planning in a way that suits their learning style and replaces the need for a ‘template’ of activities.
This is the space the recorded intentional teaching and planned experiences AND the notes and reflections of the implementations of the week are documented.
The ‘Emerging Learning Possibilities’ document is a tool used to share what you will be working on over the week with your families. This strategy replaces the need for a ‘template’ of activities to be displayed for the program.
The documentation panels or online learning threads are constructed over the entire week, therefore makes the children’s learning an authentic process of visibility.
This replaces the need for daily dairies, online daily information or daily planning
The ROSE way has three layers to capturing the learning and individual child.
Layer 1: The tracking system – as the children contribute to the term E-book they are tracked using a detailed tracking document, that is included in this pack. This means that it is easy to ensure all children are captured and removes the need for ‘focus children’. Rather you can capture the authentic learning relationships of the children as they engage and develop
Layer 2: The tracking system then informs the ‘Image of the Child’ document (included in the ROSE way package). This document has a focus on the individual child’s dispositions of learning and families throughout the year. This is replaces individual planning of activities of the children and replaces this with educators reflecting and developing strategies to support children’s dispositions and emotional development
Layer 3 - The ROSE way ‘Summative Assessment’ tool shares the individual journey of the child at two points over the year, mid-year and end of year.
This replaces the need for:
individual observations once a month and/or 1 group observation once a month
individual portfolios for the child
Educators will consider the evolution of the play. Much like the documentation panels or online learning threads the E-book demonstrates the entire journey on the children over the term and replaces the fragmented snippets of time that learning stories construct.
It is essential that both educators and children have opportunity to develop and evolve their learning and understanding before critical reflection is engaged in. In the ROSE Way these occur mid-term and end of term
The critical reflection tool that is included in the pack you will receive contains reflective questions to consider, assisting your educators in writing a high-quality reflection. Examples of high quality written critical reflection comes in the pack.
This replaces the need for daily or weekly reflections.