NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1122932
Record Type: Journal
Publication Date: 2016
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0957-5146
Documenting with Early Childhood Education Teachers: Pedagogical Documentation as a Tool for Developing Early Childhood Pedagogy and Practises
Rintakorpi, Kati
Early Years: An International Journal of Research and Development, v36 n4 p399-412 2016
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.
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: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland