What must be considered when organizing and creating a child portfolio?

Question

What will be an ideal response?

Answer 1

When organizing and creating a portfolio of a child a teacher needs to:
a . First, select an organizational structure that will help to present the material collected in an orderly and easy-to-understand manner. Generally, infant-toddler and preschool portfolios tend to organize data into sections based on different developmental domains (e.g., physical, social, cognitive, and emotional). Portfolios for primary school children are often organized by subject or content areas (e.g., math, literacy, art, science, social studies). When organizing, care should be taken to include a collection of items that best represent the range of a child's understanding and skill.
b. Second, collect and compile items to use in the portfolios. Have some sort of filing system that will make it easy to retrieve information later like an accordion folder or a hanging file crate. Information such as anecdotal records, checklists, screening tools, and work samples can be placed in files for each child. Larger items such as easel paintings may need to be stored in another place. Collect samples regularly, making sure that all learning domains or subject areas are addressed in your records so that you can present a comprehensive picture of the child. When it is time to assemble your portfolio, make sure the information you have gathered is arranged in a comprehensive manner. Assemble records by domain or subject area in a chronological order that show the child's experience and abilities over time.
c. Finally, interpret and describe the information and work samples you have collected. Analyze the records and compose summaries that explain what this means in terms of the child's development and individual characteristics. This is sometimes called an individual profile, a developmental description, or a summary statement. This written narrative includes a general description of the child's abilities, interests, progress, and patterns of engaging. It may also share how the child is progressing relative to program goals and note any areas of concern.