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Published VersionCC BY V4.0, Open Access
Journal article
Feasibility and Potential Benefits of the Observe, Reflect, Improve Children's Learning (ORICL) Tool: Perspectives of Infant-Toddler Educators
Australasian Journal of Early Childhood, Vol.48(3), pp.203-216
2023
Abstract
This article discusses infant-toddler educators' perspectives of using the Observe, Reflect, Improve Children's Learning tool (ORICL) in practice. ORICL is a new tool informed by implementation science and co-designed with Australian early childhood education and care policy-makers, practitioners, and service providers. It aims to support infant-toddler educators to observe, reflect on, assess, and improve the quality of individual children's learning experiences. Twenty-one educators working in Australian long day care and family day care services participated in the study, with a total of 66 ORICLs being completed for children ranging from 7 to 33 months of age. Educators also participated in an interview to share their experiences of using ORICL in practice. Findings show that ORICL enhanced educators' understandings of infants' and toddlers' learning, development and wellbeing, and educators' critical reflection. ORICL also helped educators to notice interactions, document and plan for children's learning, and communicate children's learning to others.
Details
- Title
- Feasibility and Potential Benefits of the Observe, Reflect, Improve Children's Learning (ORICL) Tool: Perspectives of Infant-Toddler Educators
- Authors
- Sheena Elwick (Corresponding Author) - Charles Sturt UniversitySandie Wong (Author) - Macquarie UniversityLinda Harrison (Author) - Macquarie UniversityKate E. Williams (Author) - Queensland University of TechnologyLaura McFarland (Author) - The University of MelbourneLysa Dealtry (Author) - Charles Sturt UniversityMagdalena Janus (Author) - McMaster University
- Publication details
- Australasian Journal of Early Childhood, Vol.48(3), pp.203-216
- Publisher
- Sage Publications Ltd.
- Date published
- 2023
- DOI
- 10.1177/18369391231186169
- ISSN
- 1839-5961; 1836-9391
- Copyright note
- © The Author(s) 2023. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).
- Organisation Unit
- School of Education and Tertiary Access
- Language
- English
- Record Identifier
- 99990798902621
- Output Type
- Journal article
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