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Much more than simply recording events, pedagogical documentation is a revolutionary educational approach that enables practitioners to capture and understand the ways in which children learn and think. Exploring the use of pedagogic documentation across five different cultures, this book offers a unique insight into the conditions and methods through which pedagogical documentation might become an effective means of connecting teaching and learning.
By drawing on theory, research-based evidence and practice, Understanding Pedagogic Documentation in Early Childhood Education reveals pedagogic documentation as an instigator for critical reflection on practice, for the creation of new pedagogical approaches and improvements in quality. Observing and documenting the lived educational experience of children and practitioners is emphasised as a means of acknowledging their voice and rights, of revealing their knowledge, their competences, their attitudes and dispositions to learning. Offering contextualised approaches and considering the challenges involved in observing and documenting day-to-day practice in early childhood settings, chapters encourage professionals to reflect and recognise the value of documentation for children, staff members and the wider community.
Making a crucial contribution to the debates on pedagogical documentation, Understanding Pedagogic Documentation in Early Childhood Education offers researchers, students, policy-makers and professionals a comprehensive, and multicultural perspective on pedagogical documentation.
List of contents
Foreword: Introduction to the EECERA book series Introduction Chapter 1: Learning Stories: Pedagogic Practices and Provocations Chapter 2: Developing pedagogic documentation: children and educators learning the narrative mode Chapter 3: Critical reflection, identity, interaction: Italian and Belgian experiences in building democracy through pedagogical documentation Chapter 4: Pedagogical documentation as a shared experience of understanding childhood Index
About the author
João Formosinho is Professor of the Portuguese Catholic University, Lisbon and Oporto, and the University of Minho Portugal.
Jan Peeters is Senior Researcher and Consultant at the Centre for Innovation in the Early Years, Ghent University, Belgium.
Summary
Drawing on theory, research-based evidence and practice, this text reveals pedagogic documentation as an instigator for critical reflection on practice, for the creation of new pedagogical approaches and improvements in quality.
