Documenting with Early Childhood Education Teachers: Pedagogical Documentation as a Tool for Developing Early Childhood Pedagogy and Practises

Autor/in	Rintakorpi, Kati
Titel	Documenting with Early Childhood Education Teachers: Pedagogical Documentation as a Tool for Developing Early Childhood Pedagogy and Practises
Quelle	In: Early Years: An International Journal of Research and Development, 36 (2016) 4, S.399-412 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2016.1145628
Schlagwörter	Early Childhood Education; Documentation; Preschool Teachers; Educational Practices; Teaching Experience; Barriers; Teacher Attitudes; Questionnaires; Content Analysis; Time on Task; Technical Support; Technological Literacy; Familiarity; Faculty Development; Teacher Participation; Learning Experience; Foreign Countries; Case Studies; Qualitative Research; Statistical Analysis; Student Centered Learning; Student Centered Curriculum; Finland + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Dokumentation; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Bildungspraxis; Lehrerverhalten; Fragebogen; Inhaltsanalyse; Zeitaufwand; Technisches Wissen; Lernerfahrung; Ausland; Case study; Fallstudie; Case Study; Qualitative Forschung; Statistische Analyse; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Finnland
Abstract	The Finnish social pedagogical curriculum for early childhood education directs early childhood teachers to use documentation to assess and develop pedagogy and practise. This empirical study examines the challenges and benefits a group of Finnish preschool teachers experienced when they learned to document their work. Although the idea of documenting appears fine in theory, and international experiences of constructing child-centered pedagogy through documents are promoted in the literature, accomplishing this task successfully is challenging in practise. In this study, as the features of documentation in early childhood education and care practise were considered critically, ideological discord was found within the national and local policy-making process, including problems with pedagogical leadership, which reduced the power of documentation in practise. However, the study also revealed that using documentation empowered the teachers as professionals, helped them communicate with parents and children, and guided them to focus on the children's views. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01