Reflections on Documentation: A Discussion With Thought Leaders From Reggio Emilia

Abstract

This article presents the voices of three central thinkers in the documentation movement in a round-table discussion that explores the key questions regarding the definition of documentation, common misunderstandings of the strategy, lessons that have emerged over decades of documenting in various contexts, and puzzles that are emerging for the future of the practice. The discussion reminds the reader that documentation is not just a teaching tool, but a pedagogical philosophy of knowing and valuing children. Engaging in documentation can challenge one's Terri Turner is a project specialist, and Daniel Gray

The professional actuation of pedagogical documentation in Belgian and Finnish early childhood education settings

“…Through the documenting process, the aim is to create an open pedagogical forum for different parties, where problems and issues are found, conclusions are drawn, common meanings are built, children and education become visible and create the basis for democratic education. (Dahlberg, Moss & Pence, 2013;Rinaldi 2005;Turner & Wilson, 2010) By documenting, adults can also reconsider their relationship with children and their perception as educators and teachers. It is also essential to utilize documentation in evaluating the suitability of educational activities, in recognizing the needs of development, and in consciously transforming the practices.…”

“…It is also essential to utilize documentation in evaluating the suitability of educational activities, in recognizing the needs of development, and in consciously transforming the practices. (Dahlberg, Moss, & Pence 2013;Rinaldi 2005;Turner & Wilson 2010) In addition, the documenting process can increase the understanding and awareness of the pedagogue about oneself, one's attitudes, activities and relationships with children, or conflicts between learned theories and practice, thus supporting and developing the professional growth and development of educational activities. (Dahlberg, Moss, & Pence, 2013;Katz 1998;Oken-Wright 2001;Rinaldi 2005.…”

Avaliando a qualidade dos serviços para a infância: uma abordagem participativa

“…Através da documentação, que pode ser feita de muitas maneiras diferentes (fotografias, relatos escritos ou vídeos de atividades, interações ou emoções das crianças ou eventos específicos ocorridos no serviço, produzidos pelas crianças), pretende-se tornar visível e valorizar o trabalho das crianças, aos olhos dos pais ou de outras pessoas, mas também reapresentar às próprias crianças suas experiências passadas e sugerir elaborações futuras. Na abordagem de Reggio Emilia, a documentação é definida como mentalidade orientada a entender as experiências educativas que crianças e adultos vivem em serviços educacionais e a reconstruir o significado em uma narrativa (Rinaldi, 2005;Turner & Wilson, 2009). A produção de documentação e a sua subsequente análise pelos próprios educadores se revelarão do mesmo…”

The use of documentation in a participatory system of evaluation

“…Important theoretical references which inform this approach are Bruner's (1996) notion of narrative thought and socio-constructivist pedagogy, which rejects the image of a normalized and decontextualized child as well as the normative systems of assessing her/his competences and skills with reference to a given developmental model (Dahlberg, Moss, and Pence 1999). In the Reggio Emilia approach documentation is defined as an attitude towards teaching and learning, a mental habit oriented to explore the educational experiences of the children and adults in the ECEC service, and reconstruct their meaning into a narrative (Rinaldi 2005;Turner and Wilson 2009). Thus, the use of documentation improves the capacity of professionals to listen to, to understand and to value young children's emerging reflections and concerns.…”