Pedagogical Documentation as a Lens for Examining Equality in Early Childhood Education

Autor/inn/en	Paananen, Maiju; Lipponen, Lasse
Titel	Pedagogical Documentation as a Lens for Examining Equality in Early Childhood Education
Quelle	In: Early Child Development and Care, 188 (2018) 2, S.77-87 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Paananen, Maiju)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1241777
Schlagwörter	Early Childhood Education; Equal Education; Educational Quality; Preschool Education; Documentation; Instruction; Preschool Children; Preschool Teachers; Interviews; Foreign Countries; Gender Differences; Observation; Qualitative Research; Statistical Analysis; Finland + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Quality of education; Bildungsqualität; Pre-school education; Vorschulerziehung; Dokumentation; Teaching process; Unterrichtsprozess; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Interviewing; Interviewtechnik; Ausland; Geschlechterkonflikt; Beobachtung; Qualitative Forschung; Statistische Analyse; Finnland
Abstract	In this paper, we consider pedagogical quality particularly as equal opportunities for participating in decision-making in preschool. Relying on Ferraris' [2013. "Documentality: Why it is necessary to leave traces." New York: Fordham University Press] theory of Documentality, we demonstrate how pedagogical documentation can contribute to understanding children's perspectives and discuss how it may help facilitate children's perspectives to become part of their everyday lives at preschool. In addition, we examine, using a multi method approach, how our conceptualizations help critically examine equality in early childhood education (ECE). The study was conducted in Finnish preschools. The data source for this study is composed of the researcher's observation diary, self-documentation conducted by teachers (n = 13), individual ECE plans of 104 2 to 7-year-old children and document-aided interviews with their teachers (n = 13). Finally, we critically discuss the consequences of our findings in terms of documentation, pedagogy and the equality of ECE. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01