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

Hostyn, Ine; Mäkitalo, Anna-Riitta; Hakari, Sylvia; Vandenbussche, Liselotte

doi:10.1080/03004430.2018.1475368

Cited by 12 publications

(15 citation statements)

References 17 publications

(24 reference statements)

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“…Through this awareness, parents observe their children's development, follow the learning and teaching activities at school, and support their children's development and learning by sharing their observations they made at home about their children with teachers (Carr, 2001;Katz & Chard, 1996). It has been stated in recent studies that pedagogical documentation is being used for effective communication and partnership between home and school (Alasuutari, Markstrom, & Roth, 2014;Buldu, 2010;Hostyn et al, 2020;McLean, 2019;Reynolds & Duff, 2016). Brown-Dupaul et al (2001) describe documentation panels as "a unique way to highlight classroom learning" and state that "teachers can use them to communicate with families about a myriad of concepts and issues" (p. 209).…”

Section: Pedagogical Documentation and Parent Involvementmentioning

confidence: 99%

A Common Language among Child, School and Parents: The Use of Pedagogical Documentation in the Parent Involvement Process

Aras¹,

Sahın²,

Yılmaz³

et al. 2021

ENAD

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This study aims to examine the role of pedagogical documentation as a part of the school-parent collaboration from the perspectives of parents. In this study, which was conducted with the phenomenological design, data were collected using semi-structured interviews from 27 parents. The findings of the inductive analyzes were gathered under the themes of the visibility of learning, the parent-school bridge, and the child-parent-teacher collaboration. In line with the perceptions and experiences of parents, the findings showed that the pedagogical documentation increases the awareness of parents about their child's learning experiences at school, interactions, and reflections on these, provides guidance about parenting, improves the interaction between child and parents, supports the development of the child and learning at home, and contributes to school-parent collaboration. Given the contribution of parent involvement on child development and learning, it is believed that the findings obtained in this study will contribute to teachers, policymakers, and program developers in terms of utilizing pedagogical documentation as a tool for school-home collaboration.

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Section: Pedagogical Documentation and Parent Involvementmentioning

confidence: 99%

A Common Language among Child, School and Parents: The Use of Pedagogical Documentation in the Parent Involvement Process

Aras¹,

Sahın²,

Yılmaz³

et al. 2021

ENAD

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“…Another argument for documentation is that parents become more involved Vol. 32, No.2, 2021; doi 10.47985/dcidj.457 in the preschool's activities (Löfgren, 2015;Paananen & Lipponen, 2018;Hostyn et al, 2020).…”

Section: The Role Of the Preschool Teacher And The Special Needs Teacher Within A Documentation And Assessment Practicementioning

confidence: 99%

An Unclear Task? The Perspectives of Swedish Preschool and Special Needs Teachers on their Role in Assessing and Documenting Child Development

Erlandsson

Gustavsson

Karlsudd

2021

DCID

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Purpose: This study explored how preschool and special needs teachers in Sweden perceive their own role and the role of each other in the preschools' documentation and assessment practices. It examines the possible consequences of this perception and of the actions based on it for children with special needs. Method:The study took a qualitative approach. Individual semi-structured interviews were conducted with seven special needs teachers and seven preschool teachers from different schools and municipalities. Results:The results show that the preschool and special needs teachers' roles regarding assessment and documentation, as described and specified in the curriculum, are contradictory and difficult. Assessing an individual child's knowledge development by observing and documenting the child group was regarded as problematic by both occupational groups, and further training in assessments was sought.

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“…Moreover, parents, teachers, researchers, and children photograph, videotape, and transcribe different experiences, feelings, observations, results, learning needs, and skills. If these kinds of documents or saved information are used to develop and study pedagogy, it is called pedagogical documentation (Hostyn et al, 2020).…”

mentioning

confidence: 99%

“…For the full application of the pedagogical documentation, the early childhood education/care communities and educators' understanding of teaching, learning, and children's needs and requirements must be transformed (De Sousa, 2019;Hostyn et al, 2020). At the same time, this understanding of educators' approach can be applied to the way they understand the use of documentation in early childhood education practices.…”

mentioning

confidence: 99%

“…In connection with that, research on pedagogical documentation has increased enormously in the past few years. However, the focus of most research around the area is based on qualitative data and analysis, due to which we cannot generalize the existing research results (De Sousa, 2019;Hostyn et al, 2020;Knauf, 2020;Lindh & Mansikka, 2022;Paananen & Lipponen, 2018). Most researchers focused on methods and tools to know about young children's views (Fleck et al, 2013;Rintakorpi & Reunamo, 2017).…”

mentioning

confidence: 99%

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The Role of Pedagogical Documentation in Early Childhood Education in Indonesia

Zaenab¹

2022

J Ethn Cult Stud

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Considering the significance of pedagogical documentation in the early childhood education/care system, the current study examines the influence of pedagogical documentation on children's semantic memory, observed activities and evaluated skills and qualities per their teachers and caretakers. This study also examines the interactive effect of the learning environment with pedagogical documentation to enhance children's semantic memory, observed activities, and evaluated skills and qualities. A mixed-method approach has been utilized to examine the proposed associations. Learning events were organized for children aged 36 to 72 months in the kindergartens and preschools in Mataram, Indonesia. After four weeks of observations, the teachers and caretakers of the children recorded their responses regarding children's semantic memory, observed activities, skills, and qualities. The data were analyzed using SmartPLS 3.0 software. The results showed a significant increase in children's semantic memory, evaluated skills and qualities, and a positive change in their routine activities. Simultaneously, results also presented the significant role of the learning environment in enhancing positive outcomes of the pedagogical documentation in the early childhood education/care system.

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

Cited by 12 publications

References 17 publications

A Common Language among Child, School and Parents: The Use of Pedagogical Documentation in the Parent Involvement Process

A Common Language among Child, School and Parents: The Use of Pedagogical Documentation in the Parent Involvement Process

An Unclear Task? The Perspectives of Swedish Preschool and Special Needs Teachers on their Role in Assessing and Documenting Child Development

The Role of Pedagogical Documentation in Early Childhood Education in Indonesia

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