Pedagogical documentation is a vital method of assessing and observing young children, and is a practice that enables practitioners, families and children to learn alongside each other. This book draws on the projects and experiences of senior researchers from nations including Australia, Canada, Sweden, Singapore, the UK and the USA to highlight multiple approaches to pedagogical documentation. Topics explored include: • using video in pedagogical documentation • making the most of outdoor learning environments • developing pedagogical documentation within curriculum frameworks • the relationship with Early Years transitions • the potential of pedagogical documentation for leadership enactment. The book offers guidance, support and inspiration to practitioners and researchers on how to implement meaningful and sustainable child-focused observation in early years contexts.
Pedagogical documentation is becoming recognized internationally as a metaphor for a way of working that encapsulates teachers and children as co-researchers; being present in the moment while deeply investigating matters of interest over time. It is a process that enables educators, families and children to learn alongside each other, while supporting planning and recording processes. Known variously as pedagogical documentation, pedagogic documentation, educational documentation and pedagogical narration (among other descriptors), this way of working is inspired by the educators of Reggio Emilia, Italy, and interpreted in locally relevant ways in many countries. As international interest in the power of pedagogical documentation has grown, educators have become keen to learn about experiences of their colleagues in other places. This book draws together examples from a ...