Literaturnachweis - Detailanzeige
Autor/inn/en | Chng, Angela; Waniganayake, Manjula; Andrews, Rebecca |
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Titel | Inviting Inquiry on Pedagogical Documentation in Singapore: Perspectives of Parents and Teachers |
Quelle | In: European Early Childhood Education Research Journal, 30 (2022) 2, S.296-308 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Waniganayake, Manjula) ORCID (Andrews, Rebecca) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1350-293X |
DOI | 10.1080/1350293X.2022.2046837 |
Schlagwörter | Teacher Attitudes; Parent Attitudes; Preschool Education; Preschool Teachers; Foreign Countries; Child Care Centers; Teaching Methods; Accountability; Accreditation (Institutions); Child Development; Educational Research; Inquiry; Faculty Development; Parent Teacher Cooperation; Teacher Student Relationship; Parent Child Relationship; Learning Processes; Cultural Activities; Socialization; Singapore Lehrerverhalten; Elternverhalten; Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Ausland; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Teaching method; Lehrmethode; Unterrichtsmethode; Verantwortung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Kindesentwicklung; Bildungsforschung; Pädagogische Forschung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Learning process; Lernprozess; Cultural activity; Kulturelle Aktivität; Socialisation; Sozialisation; Singapur |
Abstract | Pedagogical documentation within early childhood centres is a key component of pedagogy and teacher accountability. In Singapore, documentation is a requirement specified under legislative policies included in the national Pre-school Accreditation Framework, with parents often perceived as the main audience. This paper reports on a study utilising Rogoff's observation on social cultural activities to focus on the interconnectedness between children, parents and teachers as stakeholders in the early childhood sector. An electronic survey was used to ascertain parents' perspectives on documentation of their child's learning and development. Analysis of this data was shared in five individual teacher interviews to explore responses to the parents' perspectives. Findings of this study affirmed that documentation varied as a process and a product of pedagogy in early childhood centres. Within a climate of assessment and accountability, these findings invite inquiry and offer possibilities for professional learning on improving pedagogical documentation across the sector. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |