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ERIC Number: EJ1050202
Record Type: Journal
Publication Date: 2015
Pages: 16
Abstractor: As Provided
Reference Count: 48
ISBN: N/A
ISSN: ISSN-0300-4430
Preschool Teachers' Perspectives on Planning and Documentation in Preschool
Alvestad, Torgeir; Sheridan, Sonja
Early Child Development and Care, v185 n3 p377-392 2015
This article is based on a research project focusing on Norwegian teachers' planning and documentation of children's learning in preschool. Norwegian preschools follow a national curriculum and teachers are obliged to document both professional practice and learning outcomes. The aim of the article is to investigate teachers' experiences of challenges, problems and dilemmas related to their planning and documentation. Questions asked are: "How do teachers plan their work with the children?", "What is the focus in documentation?", and "How do teachers express relationships between planning and documentation?" Findings reveal that there are specific problems and dilemmas connected to relationships between teachers' planning, documentation, and reflection on children's learning in preschool. The results are described in relation to each of the research questions.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway