Inviting Inquiry on Pedagogical Documentation in Singapore: Perspectives of Parents and Teachers

Autor/inn/en	Chng, Angela; Waniganayake, Manjula; Andrews, Rebecca
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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