Title

Can vignettes capture the complexity of high quality early childhood teaching?

Document Type

Journal Article

Publisher

Triangle Journals

Faculty

Faculty of Community Services, Education and Social Sciences

School

School of Education

RAS ID

1252

Comments

Barblett, L., Chadbourne, R., & Maloney, C. (2001). Can Vignettes Capture the Complexity of High Quality Early Childhood Teaching?. Contemporary Issues in Early Childhood, 2(2), 209-223.

Abstract

This article discusses the results of a project charged with writing vignettes that exemplify high-quality early childhood teaching. It outlines the process used to write the vignettes and three approaches for validating whether they capture the complexity and sophistication of early childhood teachers' work, namely: ratings from external reviewers, comparisons with other types of vignettes, and comparisons with professional standards that tell rather than show what exemplary teaching looks like. The article concludes with three contentions. First, advocates of vignettes need to be cautious about promising more than vignettes can deliver. Second, writing ‘standards vignettes' is more difficult than writing ‘teaching vignettes’. Third, by themselves, vignettes are hard pressed to provide an adequate representation of high-quality early childhood teaching; they need to be supplemented by other approaches.

DOI

10.2304/ciec.2001.2.2.6

Access Rights

free_to_read

 
COinS
 

Link to publisher version (DOI)

10.2304/ciec.2001.2.2.6