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Autoren: Alasuutari, Maarit; Markström, Ann-Marie; Vallberg-Roth, Ann-Christine
Titel: Assessment and documentation in early childhood education.
Quelle: New York: Routledge (2014), VI, 149 S.     Pfeil auf den Link... Verfügbarkeit 
Beigaben: Literaturangaben
Sprache: englisch
Dokumenttyp: gedruckt; Monographie
ISBN: 9780415661256 (gebundene Ausgabe); 9780415661263 (Taschenbuch); 9781315818504 (E-Book)
Schlagwörter: Skandinavien; Frühkindliche Bildung; Frühpädagogik; Skandinavien; Evaluation; Bildung; Erziehung; Allgemein bildendes Schulwesen; Allgemeinbildung; Vorschulerziehung
Abstract: "Documentation in early childhood education is typically seen as a means to enhance the quality of care and education, and as a way to take account of the child's view. Assessment and Documentation in Early Childhood Education considers the increasing trend towards systematic child documentation especially in early childhood institutions. The authors present ways in which assessment and evaluation is done sometimes explicitly but more often implicitly in these practices, and explore its means, aims, forms, and functions. They also examine the rationalities of child documentation from the perspective of professional practice and professionalism and suggest that documentation and assessment practices can weaken and constrain but also empower and strengthen teachers, children and parents. Topics explored include:Different forms of documentation and assessmentDocumentation and listening to the childrenDilemmas of assessment and documentationParticipation by childrenInvolvement of parentsThis timely book will be appealing for those studying in the field of early childhood education, teacher education, special education, general education, social work, counselling, psychology, sociology, childhood studies, and family studies"--Provided by publisher.; "Documentation in early childhood education is typically seen as a means to enhance the quality of care and education, and as a way to take account of the child's view. This timely book considers the increasing trend towards systematic child documentation especially in early childhood institutions. The authors present ways in which assessment and evaluation is done sometimes explicitly but more often implicitly in these practices, and explore their means, aims, forms, and functions. They also examine the rationalities of child documentation from the perspective of professional practice and professionalism and suggest that documentation and assessment practices can weaken and constrain but also empower and strengthen teachers, children and parents"--Provided by publisher.
Erfasst von: Library of Congress, Washington, DC
Update: 2014/3/09
Verfügbarkeit: Literaturbeschaffung und Bestandsnachweise in Bibliotheken

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