Pedagogical Documentation and Systematic Quality Work in Early Childhood: Comparing Practices in Western Australia and Sweden

Autor/inn/en	Lee-Hammond, Libby; Bjervås, Lise-Lotte
Titel	Pedagogical Documentation and Systematic Quality Work in Early Childhood: Comparing Practices in Western Australia and Sweden
Quelle	In: Contemporary Issues in Early Childhood, 22 (2021) 2, S.156-170 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee-Hammond, Libby) ORCID (Bjervås, Lise-Lotte)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.1177/1463949120928431
Schlagwörter	Educational Practices; Educational Quality; Comparative Education; Early Childhood Education; Preschool Teachers; Cultural Context; Teaching Methods; Educational Policy; Educational Improvement; Educational Research; Academic Standards; Academic Achievement; Teacher Attitudes; Policy Analysis; Foreign Countries; Kindergarten; Content Analysis; Sweden; Australia + Suchen Sie Ihr Suchwort? Bildungspraxis; Quality of education; Bildungsqualität; Vergleichende Erziehungswissenschaft; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Teaching improvement; Unterrichtsentwicklung; Bildungsforschung; Pädagogische Forschung; Schulleistung; Lehrerverhalten; Politikfeldanalyse; Ausland; Inhaltsanalyse; Schweden; Australien
Abstract	Pedagogical documentation has been understood as an important way for early childhood educators to provide high-quality learning environments for children. The authors explore the contested nature of quality and its interpretation in two cultural contexts: in Western Australia, where pedagogical documentation is a relatively uncommon practice, and in Sweden, where pedagogical documentation is a relatively common practice. These locations were selected to provide a comparison between educators from these two different cultural and policy contexts. The main purpose of pedagogical documentation within the Swedish preschool system is to gain knowledge of how to systematically improve the quality of the preschool. This contrasts with the demands on Australian early childhood educators to ensure children meet achievement standards in the Foundation Year. Six preschool educators in each country responded to interview questions regarding what enables or hinders their systematic quality work. The participants in both countries were using some form of pedagogical documentation in their professional practice. This article draws on interview data and elaborates on the ways these educators understood the role of pedagogical documentation in what they regarded as systematic quality work. The findings provide insight into the impact of both policy and cultural contexts on individual educators' practices when using pedagogical documentation as a means to promote quality. The results indicate that differences in early childhood education policies between countries may lead to important differences in how pedagogical documentation is used by educators in their practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01