Appendix 1: Glossary

Complexity of learning

By acknowledging complexity of learning, an educator understands that noticing, recognising and responding is holistic, involves parents and whānau, and is part of a responsive relationship. An Introduction to Kei Tua o te Pae Book 1, p19.


Combinations of children’s emerging knowledge, skills and attitudes to learning are described as dispositions for learning. Positive dispositions for learning include courage and curiosity, trust and playfulness, perseverance, confidence and responsibility. Dispositions for learning also include the way children approach learning, for example taking an interest, being involved, persisting with difficulty, challenge and uncertainty, and expressing a point of view. Children’s dispositions are noticed, recognised and responded to by competent educators in early childhood settings.


For the purposes of this evaluation, ERO looked for assessment that included information about children’s knowledge, skills, dispositions, attitudes, and cultural dimensions.

Learning community

The learning community includes children, parents, whānau, educators, and others. In a learning community, children have opportunities to try out a range of roles, including, for example, friend, tuakana, teina, jam maker, reader, and explorer. An Introduction to Kei Tua o te Pae Book 1, pp3 & 19.

Narrative assessment

Narrative assessment is assessment that is expressed through story, and includes an analysis of the learning that has taken place.

Notice, recognise, and respond

Assessment for learning is described as noticing, recognising, and responding. These are processes that educators use when interacting with children and underpin assessment. Educators notice things as they work with children, they recognise some of what they notice as learning, and respond to a selection of what they recognise. An Introduction to Kei Tua o te Pae Book 1, p6.

Profiles and portfolios

Profiles and portfolios are records of children’s learning, strengths, and interests over time. Educators, parents, whānau, and children contribute to these records. This helps connect children’s learning experiences with