The Construction Site Project: Transforming Early Childhood Teacher Practice

McNaughton, Kathryn; Krentz, Caroline

doi:10.1207/s15430421tip4601_9

Cited by 5 publications

(7 citation statements)

References 2 publications

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“…Several studies have focused on approaches to pedagogic documentation in relation to children's abilities and competencies. Some studies highlight documentation as a tool for developing the collaboration and conversation of student teachers (McNaughton and Krentz, 2007) and for understanding learning from the children's perspective (Lenz Taguchi, 2010;Warash, 2005). Kline (2008) describes how documentation panels can be used to capture critical moments in children's learning.…”

Section: Research Backgroundmentioning

confidence: 99%

The social construction of the competent, self-governed child in documentation: Panels in the Swedish preschool

Liljestrand

Hammarberg

2017

Contemporary Issues in Early Childhood

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Documentation has become an important issue for policy, practice and accountability in many national contexts. The documentation of children's activities is a requirement in the national syllabus for the Swedish preschool. However, the documentation of children is always a social construction that focuses on certain things and excludes (possible) others. Such constructions can be linked to broader discourses of the competent and self-governed child, and the tendency to label the child as autonomous and competent in policy documents. The purpose of this article is to explore how constructions of the competent and self-governed child are performed in documentation panels in Swedish preschools. The theoretical framework is taken from visual methodology combined with an analysis of intertextuality. Three images (pictures and written text) of the preschool are discerned: the child as a good pal; the child as an autonomous investigator; and the child as a public speaker. In all three images, the children are depicted as competent in different respects. The result is discussed by relating the findings to broader discourses emphasising the competent and self-governed child.

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Section: Research Backgroundmentioning

confidence: 99%

The social construction of the competent, self-governed child in documentation: Panels in the Swedish preschool

Liljestrand

Hammarberg

2017

Contemporary Issues in Early Childhood

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“…Kathryn McNaughton and Caroline Krentz (2006) are Canadian early childhood teacher educators and researchers who examined the effect of Reggio principles within a university setting. The principles of relationship, reciprocity and the environment as a third teacher were introduced and interpreted with a class of combined undergraduate and postgraduate university students (McNaughton & Krentz, 2006). The authors of the study describe how the Reggio principles inspired a "transformative process, uncovering new understandings of the power of conversation, collaboration, and documentation for all of the participants" (McNaughton & Krentz, 2006).…”

Section: The Metaphor Of a Prism Ismentioning

confidence: 99%

“…The principles of relationship, reciprocity and the environment as a third teacher were introduced and interpreted with a class of combined undergraduate and postgraduate university students (McNaughton & Krentz, 2006). The authors of the study describe how the Reggio principles inspired a "transformative process, uncovering new understandings of the power of conversation, collaboration, and documentation for all of the participants" (McNaughton & Krentz, 2006). Both students and instructors learned together, as collaborators, and both parties felt they had benefited from the experience.…”

Section: The Metaphor Of a Prism Ismentioning

confidence: 99%

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Editor¹

2011

J Child. Stud.

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INVITATIONAL Articles published in this section of the Journal have been reviewed by the Editorial Review Board 04 Young Children's Rough and Tumble Play: Apprehensions and Opportunities By Michelle Tannock CHILD STUDY Articles published in this section of the Journal have been reviewed by the Editorial Review Board 13 Early Childhood Education Students' Emergent Skills in Literacy Scaffolding By Jodi Nickel 20 Moving Onward: Reflections and Re-interpretations of the

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“…But teachers too can transform their existing teaching abilities when given similar opportunities to participate and reflexively analyse their pedagogical practices. McNaughton & Krentz's (2007) project aimed to expand the use of Reggio Emilia principles with undergraduate and postgraduate students. Their research details how the experience transformed their students' views of themselves as learners, as they began to critically understand their decision-making and question their prior assumptions about teaching practices.…”

Section: Communication Transformation Collaborationmentioning

confidence: 99%

“…Collaboration can be used as a powerful teaching, learning and communicating tool within the field of educational research (McNaughton & Krentz, 2007). This participatory approach is crucial in early childhood education, as a model that involves and supports young children, as they formatively learn about the concept of education and their inhabited space within it.…”

Section: Communication Transformation Collaborationmentioning

confidence: 99%

Communication and Transformation through Collaboration: Rethinking Drawing Activities in Early Childhood

Knight

2008

Contemporary Issues in Early Childhood

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This article is a study of the arts in early childhood as a way of learning, for both children and their teachers. The author suggests that drawing can be a powerful tool for collaborative approaches to pedagogy. When teachers draw with children, pathways of communication can be opened, and the collaborative exercise can trigger processes of transformation for both adult and child. In order to present challenges to more traditional, hands-off pedagogical practices in arts education, this article is an account of reflexive arts pedagogies, and how they can work to improve communication and understandings between adults and children. Within the educational contexts of Australian preschooling and primary schooling, the author examines the process of collaborative drawing, and how this can enable a process of transformation. Her analysis, and the accompanying examples of reflexive practices, combine complementary lenses, socio-cultural and postmodern, that she sees as working in harmony to produce new possibilities, in arts education in particular, and, more broadly, in early childhood education.

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The Construction Site Project: Transforming Early Childhood Teacher Practice

Cited by 5 publications

References 2 publications

The social construction of the competent, self-governed child in documentation: Panels in the Swedish preschool

The social construction of the competent, self-governed child in documentation: Panels in the Swedish preschool

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Communication and Transformation through Collaboration: Rethinking Drawing Activities in Early Childhood

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