Pedagogical documentation for a more inclusive early childhood education

Falco, Mariane; Kishimoto, Tizuko Morchida

doi:10.1080/1350293x.2022.2045334

Cited by 2 publications

(3 citation statements)

References 11 publications

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“…Our study highlighted multiple aspects with respect to pedagogical documentation in its informative-communicative and assessment functions and, therefore, as a mirror of the child's learning pathway. Indeed, pedagogical documentation is part of a culture of childhood that can be cultivated as part of a communitarian perspective of development where the children's voices can be heard (Falco & Kishimoto, 2022). According to our study's findings, each ECEC service has its own forms that guarantee particular support for the activities of meeting with families and getting to know the child, as well as observing the child's development.…”

Section: Discussionmentioning

confidence: 76%

“…As it has been purported in studies with school education, educators play a key role in questioning the naturalisation of platforms and their business models, making private interests dominate the public sphere of education (Jacovkis et al, 2022). A distinctive issue at this level, though, is the relevance given to documenting the children's experiences and activities to share them with their families (Falco & Kishimoto, 2022;Malaguzzi, 1998). Documentation has been defined as the process of gathering and using all forms of educational activity and production to narrate early education to the community (Malaguzzi, 1998).…”

Section: Pedagogical Documentation In the Era Of Digital Platforms: E...mentioning

confidence: 99%

“…Documentation has broader implications. Listening, acknowledging, and giving meaning to children's experiences via documentation of their learning processes implies inviting them into a community of adults and children who value acceptance, inclusion, and involvement (Falco & Kishimoto, 2022). Documentation improves stakeholder openness, planning, and quality (Picchio et al, 2014).…”

Section: Documentation Technologies and The Educator's Professionalismmentioning

confidence: 99%

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Pedagogical documentation in the era of digital platforms: Early childhood educators’ professionalism in a dilemma

Restiglian,

Raffaghelli,

Gottardo

et al. 2023

EPAA

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The so-called logic of datafication and platformisation, as a consolidated business model for the BigTech industry with applications to education (van Dijck et al., 2018), can also reach (and affect) early education and care. In a kid’s culture that values documenting and sharing with parents, social media and instant messaging are widely used. Educators feel overloaded with the challenges posed by digital platforms, but contextual issues are relevant to finding ways for resistance and engagement in political actions to transform the edtech platforms’ dominance. Investigating the specific discourses and approaches to platformisation from early education professionals appears relevant to promoting not only awareness but also ways to rethink professional and political agency. Our preliminary study is based on 14 individual interviews and one group interview with educators in the Italian region of Veneto. The results of our thematic analysis indicate that achieving a balance between technology-based documentation and children’s privacy is not straightforward. Also, educators are calling for policies and further support for technology-driven services and activities that make thoughtful and conscious use of technology to avoid harming children. On these bases, we advance recommendations to deepen early childhood educators’ professional development requirements in a data-driven and post-digital society.

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Section: Discussionmentioning

confidence: 76%

Section: Pedagogical Documentation In the Era Of Digital Platforms: E...mentioning

confidence: 99%

Section: Documentation Technologies and The Educator's Professionalismmentioning

confidence: 99%

See 1 more Smart Citation

Pedagogical documentation in the era of digital platforms: Early childhood educators’ professionalism in a dilemma

Restiglian,

Raffaghelli,

Gottardo

et al. 2023

EPAA

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Inclusive education in the preschool period: A bibliometric mapping analysis

Mazhar,

Gülüzar

2023

JSCH

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The aim of this study is to reveal the general view of research on inclusive education in the preschool period using the bibliometric analysis method. The data used in the research were obtained from 261 articles in the Web of Science (WOS) database. Within the scope of bibliometric analysis, the VOSviewer software program was used to create network maps and graphs of authors, countries, keywords, and citations. Based on the findings regarding the network of collaboration between authors, two different conclusions were reached: first, the subject appears to be outdated, and second, a sufficient network of relations could not be established in the literature. In terms of the countries' co-authorship network, it has been determined that the countries in the Americas, Europe, and Australia continents are closely related to each other. The oldest key concepts for the research date back to 2014. These key concepts do not directly address inclusive education. In contrast, the key concepts of recent studies directly pertain to inclusive education. Considering the findings on the authors' co-citation network, it is possible to categorize them into four groups: authors working directly in the field of inclusive education, institutions and organizations, theories that form the theoretical foundations of inclusive education, and method studies. In this context, the analysis results serve as a guide for those interested in working in inclusive education in the preschool period.

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Pedagogical documentation for a more inclusive early childhood education

Cited by 2 publications

References 11 publications

Pedagogical documentation in the era of digital platforms: Early childhood educators’ professionalism in a dilemma

Pedagogical documentation in the era of digital platforms: Early childhood educators’ professionalism in a dilemma

Inclusive education in the preschool period: A bibliometric mapping analysis

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