Webfolio: Secure Digital Portfolio for Early Childhood Education

Willian de Oliveira Silva

1 a

, Arlete Teresinha Beuren

1 b

, Cristina Mesquita

2 c

and Rui Pedro Lopes

3,4 d

Federal University of Technology, Santa Helena, Paran

a, Brazil

Research Center in Basic Education, Instituto Polit

ecnico de Braganc¸a, Braganc¸a, Portugal

Research Center in Digitalization and Intelligent Robotics, Instituto Polit

ecnico de Braganc¸a, Braganc¸a, Portugal

Institute of Electronics and Informatics Engineering of Aveiro, University of Aveiro, Portugal

Keywords:

Portfolio, Observation, Interface, Web Development, Early Childhood Education.

Abstract:

In early childhood education, there are several techniques to understand children’s development in kinder-

garten. One of these techniques is based on Portfolios that, in early childhood education, allows the under-

standing of the progress of the child, allowing a shared reﬂection with the child, teachers, and the child’s

parents towards the understanding on the child’s learning process. The work described in this paper has as its

main objective the development of a web application, which allows support for the construction of a platform

for the storage and sharing of digital portfolios for early childhood education. In addition, it is intended that

an access control of users be made so that it is possible to manage access to certain portfolios or sub-parts of

them. The system has features such as: creating portfolios, creating notes, and managing user permissions.

After the application was implemented, usability tests were carried out, with the participation of teachers.

Through the techniques and methodologies used, it was possible to create a web tool to aid in the creation of

portfolios for early childhood education, allowing the registering of audio, video, or image ﬁles. In addition,

the system allows the sharing of portfolios with different users of the system who, in turn, can perform actions

in the portfolio according to their role in the system.

1 INTRODUCTION

As Silva (1990) state, early childhood education has

a set of peculiarities that distinguish it from other lev-

els of education and teaching such as: the absence of

an ofﬁcial program managed by the Ministry of Edu-

cation; the pedagogical action based on the organiza-

tion of space and materials as resources for learning,

which are generally arranged by areas of activities

and accessible to children; the kindergarten teacher

considered as a determining factor in the educational

environment, establishing a close relationship with

children, facilitating and regulating the social interac-

tions of the group and mediating the process of learn-

ing and socialization of children; the absence of a

classiﬁcation-based assessment, valuing the process

of learning over the product.

These characteristics have enabled the pedagog-

ical innovation that this sector of education has

demonstrated over the past decades but, at the same

https://orcid.org/0000-0002-2343-0578

https://orcid.org/0000-0001-7565-6184

https://orcid.org/0000-0002-4992-8614

https://orcid.org/0000-0002-9170-5078

time, act as constraints to educational action, since

the absence of standards and the lack of uniformity of

criteria in the procedures, particularly with regard to

planning and evaluation processes, mean that kinder-

garten teachers develop practices more by intuition

than based on scientiﬁc and pedagogical principles.

Taking child-centered education and the particular

characteristics of early childhood education as a refer-

ence, many educators express distaste for the function

of assessment, even when they are professionals who

are truly committed to their work. The reluctance to

evaluate in early childhood education is often asso-

ciated with the label that a teacher’s value judgment

can have on a child’s schooling, in a period when all

their skills are under construction. Thus, assessment

is considered by many to be “a kind of black spot in

this blue sea that could be the craft of teaching, if

we were excused from performing it” (Rold

ao, 2003,

p.31).

Taking into account that early childhood edu-

cation preferably value the children’s spontaneous

learning in the interaction with their peers, in the di-

rect action with the materials, in the appropriation that

they make of the space whenever they act on it, and

Silva, W., Beuren, A., Mesquita, C. and Lopes, R.

Webfolio: Secure Digital Portfolio for Early Childhood Education.

DOI: 10.5220/0011051200003182

In Proceedings of the 14th International Conference on Computer Supported Education (CSEDU 2022) - Volume 2, pages 475-482

ISBN: 978-989-758-562-3; ISSN: 2184-5026

475

that they progressively dominate, in the cooperative

relationship with the educator, the mechanisms of ob-

servation, reﬂection, even if informally, are present

in the professionals’ action. In order for the process

to make sense, it is important to make it more inten-

tional, it is important that each one of us appropriates

tools for action and analysis that express this inten-

tionality.

This broad approach to understanding the learn-

ing effectiveness and success in kindergarten leads to

the quest for tools and methodologies that can be used

for both reﬂect and help teachers improve their action.

In this context, this paper describes a tool for regis-

tering and managing portfolios, supporting acquiring

and storing different types of elements and providing

regulated and secure access to these data. The tool

should be accessible anytime, anywhere, so it follows

a web development approach towards a full ﬂedged

web-based application, which we call WebFolio.

This paper is structured in ﬁve sections, starting

with this introduction. Section 2 describe some re-

lated work, followed by section 3, that present the

software design and implementation details. Section

4 focus on results and associated discussion and the

paper ends in section 5, with some conclusions.

2 LITERATURE REVIEW AND

RELATED WORK

In agreement with the perspective of Leite and Fer-

nandes (2002), we argue that the existence of mo-

ments of reﬂection on the work developed helps chil-

dren to understand what knowledge they are building

as well as the means that facilitated their construc-

tion. The awareness of the construction of knowledge

itself, through the reﬂective act, transforms it into ef-

fective learning. This line of analysis leads us to an-

other broader discussion about the way the curriculum

is structured in early childhood education. Since this

level of education is generalist in nature which advo-

cates the integral development of the child in all areas,

implies that the evaluation process developed by early

childhood educators should not only focus on cogni-

tive knowledge, but on all dimensions of their devel-

opment. In this sense, the choice of assessment in-

struments becomes particularly important, since they

must allow for a comprehensive collection of all ar-

eas of learning, and through mechanisms of self and

heteroreﬂection help the child to situate himself in all

dimensions of his development.

Our readings (Herbert, 2001; Leite and Fernandes,

2002; Parente, 2004) led us to consider that portfolios

would be an assessment tool that could serve the two

functions stated: help the child to reﬂect on his/her

own learning process; and provide data on all dimen-

sions of the child’s development.

(Herbert, 2001) states that the portfolio as an as-

sessment tool enables critical reﬂection and aware-

ness on the part of the child about the work developed

and the entire learning process. He also considers that

what the educator wants is to understand the child’s

development as a whole, stating that occasional ob-

servations of the child’s actions in spontaneous situa-

tions provide a more individualized, and more accu-

rate picture of the child’s growth. The introspections

that children can make, together with the work they

produce and select, can be elements for both their own

and the kindergarten teacher’s evaluation.

This evaluation tool takes as a reference idea that

all actions are potential moments of data collection

that translate into a more globalizing survey of the

child’s path. We accept for this study the elements

found by Parente (2004) in different referencing that:

Assessment portfolios are systematic and

intentional collections of evidence made for

the purpose of demonstrating learning and

progress over time. Understanding the port-

folio solely as a collection of assignments is

a failure both from the standpoint of the con-

cept and from the standpoint of its potential,

hence the importance of reﬂection and selec-

tion throughout the process. The goals under-

lying the process of selecting work or select-

ing evidence transform the portfolio of work

into a portfolio with evidence and with re-

ﬂections on the child’s goals, objectives, and

achievements.

It is in this sense, that we believe that the func-

tions and processes of implementation of portfolios

should be very well understood. This statement im-

plies that early childhood educators must have the

courage to break away from the educational stereo-

types that underlie some of their of their practices and

to organize their work in ways that favor the child’s

learning, by themselves, with adequate resources and

tasks that help them that help them build new knowl-

edge, through discovery and and problematizing the

way they acquire this knowledge.

In contrast with other education levels, where

Learning Management Systems (LMS) (Leone et al.,

2020; Tenorio et al., 2018; Ten

orio et al., 2018), even

if supported with virtual assistants (Gubareva and

Lopes, 2020), are the standard tools to support record-

ing and assessing students progress, these tools are

not in use in early childhood education.

To assist in recording the development of children

in early childhood education, the portfolio includes a

CSEDU 2022 - 14th International Conference on Computer Supported Education

476

collection of items and information that illustrate and

represent the different aspects of the development of

the child Shores (2001). It supports the child’s educa-

tion, enabling the reﬂection of themselves, teachers,

and parents, helping them to understand the develop-

ment process and allowing them to keep a record that

can serve as a basis for the continuity of the work even

if by another teacher Neves and Moro (2013). Typi-

cally, portfolios are physical ﬁles of objects, including

text, images, collages, photographs, or videos. These,

due to their characteristics, do not allow easy access

to parents or the community, as it would be necessary

to be physically close to being able to explore and

understand it. Digital portfolios, on the other hand,

allow to store observations, comments, videos, pho-

tographs, and children’s work, as a basis for peda-

gogical documentation. Thus, the development of a

safe and free platform for the national community of

kindergarten teachers is of great importance.

In the approach of Mesquita and Lopes (2013), a

method for recording child monitoring observations

in a mobile application is presented. This observation

can store data such as text, images, video, and audio,

contributing to creating an electronic portfolio using

a smartphone or tablet.

Childdiary (2021) is a web-based platform devel-

oped for creating portfolios, examining recording rou-

tines, managing children on waiting lists, parental in-

volvement through individual messages, and sharing

documents and invitations to meetings. The system

has access via computer, tablet, and mobile phone,

however, its free use is limited. Functionalities such

as the number of teachers who can access the system,

maximum number of children, reports, and visibility

for Management or Coordination are examples of lim-

ited resources in the system.

In the SeeSaw application, it is possible to cre-

ate digital portfolios containing text, images, and au-

dio, in addition to allowing the export of the ﬁle in

PDF format (Seesaw, 2021). The tool can be used

by students to autonomously document what they are

learning, in addition to sharing the portfolio with their

teachers, parents, or peers. However, its free use has

restrictions, limiting features such as class activities

per teacher, creating multiple posters, saving work

as a draft, creating and sharing activities and student

grade-to-grade monitoring portfolios. Moreover, the

platform only supports the English language, with dif-

ﬁcult use in other languages.

In another approach, the EduClipper platform can

be accessed through the web or through the iOS

mobile app Educlipper (2021). It allows creating

and sharing dynamic content, in addition to allowing

recording feedback on children’s tasks. It is also pos-

sible to capture and track the development and per-

formance over time in digital learning portfolios. The

application is free to use and has no paid plans.

Three Ring is an Android or iOS mobile ap-

plication, allowing you to document classroom ac-

tivities, create multimedia portfolios and share with

parents, administrators and other teachers (Santos,

2015). In the application, it is possible to capture

photos, videos, audios, and class notes, in addition

to having unlimited storage. The use of the platform

is free.

Easy Portfolio is an application for mobile iOS

and Mobile and does not have a free version (Port-

folio, 2021). In the tool, students and teachers can

capture and share their work, such as photos, videos,

audio and music recordings, web addresses, digital

documents, creating a digital portfolio.

Most of these tools focus on individual use, with

most of the features associated with storage and orga-

nizing. As stated above, on important role of portfo-

lios for early childhood education is to stimulate re-

ﬂection on the child progress among all the actors:

parents, children, teachers and staff. For that, collab-

oration is essential, while maintaining a secure envi-

ronment (Lopes and Mesquita-Pires, 2014).

3 WEBFOLIO ARQUITECTURE

AND DEVELOPMENT

The architecture follows the guidelines for web appli-

cations, with three tiers (Figure 1).

Web

Backend

Web API

Client

Web/Mobile

Request

Response

MongoDB

Figure 1: WebFolio architecture.

The database is document oriented, based on

MongoDB. The access is performed, exclusively

through the Web Backend, that exports its function-

ality through a REST API to both Web and mobile

clients.

3.1 Analysis

The guidelines for the functionality arise from the use

cases.

The “Login” use case allows any authenticated

user to access the system. To log in it is necessary

to enter the user’s email and password. Then, it is

Webfolio: Secure Digital Portfolio for Early Childhood Education

477

checked whether the data entered is registered in the

application’s database, otherwise, the login is not per-

formed. The “Create Account” use case can be per-

formed by any user to create an account in the ap-

plication. The user must provide the information of

email, name, password, and educational institution to

which he belongs. If the email is already registered in

the application, the account creation is not performed.

The “Recover Password” use case allows users to re-

cover and change their password. The user must en-

ter the email so that a password recovery message is

sent. After that, it is possible to change the access

password. The “Logout” use case is associated with

all users who accessed the application

The “Update Proﬁle” use case is associated with

any user logged into the system. This allows users

to make changes to their proﬁle and to change infor-

mation such as name, email, institution, and proﬁle

picture. It is also possible to change the passwordThe

“Portfolio View” use case is available to any user in

the system, as long as he has adequate permissions.

Whenever a request is made to view the portfolio, the

“Verify Access Permissions” use case is activated to

authenticate this user’s entry to view the portfolio. In

addition, it is always checked by the use case “Ver-

ify User is Authenticated to the System” so that the

user can continue to use the application. If the user is

not authenticated in the application, he will be auto-

matically redirected to the login page to log in again.

The use case “Update Portfolio” is associated with

the role “Child”, which allows the user of this type

to change the information in their portfolio, such as

name, age, group, or institution. The “Manage Obser-

vation” use case is associated with the actors of the

“Manager” role in the system. This use case allows

managers the operations of creating, changing, view-

ing, and deleting observations from a portfolio. The

“Allow Access” use case is associated with the actors

of the “Teacher” role, which allows another user to

access a speciﬁc portfolio. The user must enter the

email of the other user in which he wants to allow ac-

cess to the portfolio.

The “Manage Portfolio” use case is associated

with the actors of the “Teacher” role, which allows

teachers to create, change, view, and delete portfo-

lio operations. To create a portfolio it is necessary to

enter information such as the child’s name, age, and

group to which he or she belongs. The “Update Role”

use case is associated with the actors of the role “Ad-

ministrator”. The use case allows the user of the “Ad-

ministrator” role to change the role of another user, so

that he can have more options for activities and func-

tionalities within the system, such as creating new

observations or portfolios. The “Associate Portfolio”

use case is associated with actors of the “Administra-

tor” type, in which it associates portfolios with users

so that you can view, change, or delete a portfolio or

observation according to the user’s role.

The information stored in the database is structure

in ﬁve entities (Figure 2).

Figure 2: Webfolio Application Class Diagram.

The User token class is used to recover the user’s

password in the application. The user, after obtain-

ing the token, is allowed to create a new password to

log into the application. The relationship shows that

a user can have more than one token created for pass-

word recovery. The Portfolio class can contain many

Observations, while each Observation can only be as-

sociated with only one portfolio.

The Observation class can contain many Files

while a File can only be associated with one Obser-

vation. The User class has user identiﬁcation, name,

password, avatar, email, and institution. In addition,

the user has the create portfolio methods, indicating

that the user can create portfolios in the application,

create observation, that allows the user to create ob-

servations in the system, update proﬁle, allows the

user to change their information on the system, re-

cover password, allow the user retrieve the user pass-

word if he lost it.

The Portfolio class has the attributes of identiﬁ-

cation of the portfolio, child’s name, age, institution,

age of the teacher who created the portfolio, and ﬁ-

nally its access permissions. The Observation class

has the observation identiﬁcation attributes, observa-

tion title, activity description, observation date, ob-

servation ﬁles, and notes, which can refer to a child’s

particular performance during an activity. The File

class contains the information needed to store the ﬁle

size, its name, and path to access the ﬁle.

Even though a portfolio is linked to a user, it can

still be accessed by other users, as long as those users

are on your whitelist. However, the portfolio has only

one creator user of this respective portfolio.

CSEDU 2022 - 14th International Conference on Computer Supported Education

478

3.2 Implementation Details

To establish communication between clients and the

application, a RESTful API was developed. Ac-

cess control is performed through JSON Web Token

(JWT) authentication, which is generated after the

user logs into the system.

Some routes, in addition to requiring authentica-

tion tokens, also require a certain level of permission

on the system. To update a user’s information, for ex-

ample, the user who initiated the request must be a

user holding the “Administrator” role.

To prevent distributed Denial of Service (DDoS)

attacks, the Express rate limit tool was added to the

application. It saves the Internet Protocol (IP) address

of each user who accesses the application in memory

(Redis, 2021). Along with the IP, the timestamp in

which the access is made is also saved, to attempt to

deny this user’s access or not and thus prevent an at-

tack.

4 RESULTS AND DISCUSSIONS

The front-end Web application was developed in Re-

act with TypeScript, aiming at simplicity and user

friendly experience (Figure 3).

Figure 3: Application login page interface.

For the Dashboard page (Figure 4), an option for

system administrator was added to the menu, which

can only be seen by users who have the title of “Ad-

ministrator”, to access exclusive resources for admin-

istrators. In addition, when there is more than one

user-created portfolio, a new button is added to the

page, called “Create Observation for Room”, which

allows the user to create an observation for more than

one child at a time. To facilitate access to a child’s

portfolio information, the name and or form can be

clicked on to access the chosen child’s portfolio. The

portfolio table ﬁlter can be used to help search for a

speciﬁc portfolio, thus optimizing the search for port-

folios in the system.

Portfolios are colored differently to differentiate

Figure 4: Application Dashboard Page Interface.

their permissions. In the table, the ballot that has a

green color indicates that the portfolio was created

by the user logged into the system, this portfolio has

three icon options, in which the ﬁrst icon is related to

the functionality to update the portfolio, the second

icon has the functionality to redirect the user to the

portfolio page, for its full view, and the third and last

icon has the functionality to redirect the user to the in-

vite another user page so that that other user can view

this portfolio. The ballot in the table that has a pink

color indicates that the user was invited by email to

view the portfolio, so this table contains only an icon

with the functionality to direct the user to the portfo-

lio page. The purple ballot indicates that the user has

been associated with a portfolio through an adminis-

trator action, as this user also has teacher permissions,

he can edit, view, or invite another user through the

available icons.

In the interface to create a portfolio (Figure 5),

placeholders were included to help the user to know

what information is needed in the ﬁeld to be ﬁlled out.

The interface to update portfolio has an extra ﬁeld on

the form, in case the child has changed institution.

The update portfolio interface also has the informa-

tion fetched from the application’s database, the in-

formation of the chosen portfolio, when clicking the

conﬁrm alterations button, the portfolio information

is updated. For practical reasons, a button to return

to the main page, which is located above the title, has

been added to these pages.

On the portfolio page, the observations have been

subtitled to help identify the child’s activity (Figure

6). Through the use of libraries such as “react-audio-

player” and “react-player” it was possible to play ﬁles

such as audio, video, and images.

To record a new observation, markers were also

added to assist the user in ﬁlling in the ﬁelds. To cre-

ate an observation, it is necessary to ﬁll in at least

some ﬁeld on the form, which has the observation

title, description, observation data, notes, and child

evaluation ﬁelds, while an interface of the update ob-

servation page works similar to the page of update

Webfolio: Secure Digital Portfolio for Early Childhood Education

479

Figure 5: Application Portfolio Create Page Interface.

Figure 6: Application portfolio page interface.

portfolio, in which it brings all the information from

the observation to its information update. The form

has all the information to create an observation for a

group, except for the grades and evaluation, as it is ex-

clusive information for that child, however, the form

contains a new Selectable ﬁeld to search for a spe-

ciﬁc group in the application, allowing you to choose

which children participated in the observation (Figure

7).

In the interface of the proﬁle page, the user can

change the name, email, or institution without having

to change the password. If it is necessary to update

the password, the old password must be types, along

with the new password, and the conﬁrmation of the

new password (Figure 8).

The portfolio association page contains all portfo-

lios created at the institution. The table contains infor-

mation about the portfolio such as the child’s name,

group, age and contains three options, in which the

ﬁrst icon indicates associating the user with that port-

folio, the second icon indicates removing the user’s

association with that portfolio and the third icon indi-

cates to delete the application portfolio (Figure 9).

To solve the responsiveness of the system’s layout,

Media Queries was used to adapt the use of the appli-

cation on mobile phones, so that all navigation in the

Figure 7: Chosen group checkbox.

Figure 8: User proﬁle page interface in the system.

Figure 9: Portfolio association page interface in application.

system can also be done by mobile phone. For the lo-

gin and user registration pages the content on the page

was limited to contain only the application logo and

the form for entering user information (Figure 10).

CSEDU 2022 - 14th International Conference on Computer Supported Education

480

Figure 10: Mobile version user registration login pages.

For the mobile version dashboard page, the but-

tons to create a portfolio and create observation for

the class were replaced by buttons with icons to main-

tain the application’s default layout.

For all forms of the system in the mobile version,

there were no changes in their content, there was only

content resizing to maintain the standard layout of

pages that have these forms. The administration page

and the portfolio association page only had changes

in their presentation, in which the portfolio icons and

information are now displayed in block.

5 CONCLUSIONS

Considering that the main objective of this work was

based on the development of a web tool to aid in

the creation of a portfolio for early childhood edu-

cation, allowing the organization and management of

different types of content, the application proved to be

useful and ready to use. Furthermore, it is expected

that the tool allows users to have different roles to

be played in the application and that there is also a

method of managing them. It is expected that the ap-

plication can help and facilitate the process of learn-

ing in kindergartens. The most important requirement

was the security assurance and, for that authentica-

tion and access control at resource level was imple-

mented, which requires a very ﬂexible and efﬁcient

mechanism to verify access permissions. For future

work, a functionality is suggested to hide the display

of an observation of a portfolio that is not yet com-

plete, apply internationalization in the application to

allow the application to be used in other languages,

and the use of tools to evaluate and prevent ﬁles sent

to the application that contains inappropriate content

for viewing or reproduction. It is also necessary to

perform in context test, with teachers, children and

family.

ACKNOWLEDGMENT

This work has been supported by FCT – Fundac¸

para a Ci

encia e Tecnologia within the Project Scope:

UIDB/05757/2020.

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