The Professional Actuation of Pedagogical Documentation in Belgian and Finnish Early Childhood Education Settings

Autor/inn/en	Hostyn, Ine; Mäkitalo, Anna-Riitta; Hakari, Sylvia; Vandenbussche, Liselotte
Titel	The Professional Actuation of Pedagogical Documentation in Belgian and Finnish Early Childhood Education Settings
Quelle	In: Early Child Development and Care, 190 (2020) 3, S.400-413 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2018.1475368
Schlagwörter	Early Childhood Education; Child Care; Preschool Teachers; Teacher Attitudes; Child Caregivers; Caregiver Attitudes; Administrator Attitudes; Teacher Student Relationship; Caregiver Child Relationship; Peer Relationship; Faculty Development; Foreign Countries; Cross Cultural Studies; Child Development; Recordkeeping; Documentation; Student Records; Parent Caregiver Relationship; Parent Teacher Cooperation; Educational Practices; Belgium; Finland + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Caregiver; Caregivers; Carer; Child; Children; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Ausland; Cultural comparison; Kulturvergleich; Kindesentwicklung; Leistungsnachweis; Dokumentation; Schülerakte; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Bildungspraxis; Belgien; Finnland
Abstract	The advantage of pedagogical documentation has been widely documented in the field of early childhood education and care (ECEC). However, little research points out how and why professionals are using pedagogical documentation from the staff's perspective itself. Therefore, this research aimed to examine how pedagogical documentation is employed in their professional practice. The data for this descriptive qualitative study were collected by interviewing 56 ECEC professionals (heads of organizations, teachers and child minders) after their informed consent. Three purposes in using pedagogical documentation were detected: 1/ to demonstrate facts and growth, 2/ to provoke further thinking; 3/ to facilitate adult-child interaction and interaction among adults. These uses were directed at children, parents, professionals, the neighbourhood, and the interactions across these groups. The results show that staff uses pedagogical documentation in multiple ways, but not often as a tool for professional development. This yields future perspectives to support reflective professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01