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.
Developing Pedagogical Documentation Within the EYFS Curriculum Framework
This chapter considers policy contexts and the roles of educational leaders as those concerned with early childhood education grapple with the complexities of accountability and recording requirements. It enables the consideration of policy and practice across four differing national contexts in the UK.
The UK is made up of four nations: England, Northern Ireland, Wales and Scotland. Each accepts that early childhood education and care (ECEC) should be an integral part of education and social policy; and, moreover, [Page 42]that promoting early childhood education brings a wide range of social and economic benefits (Litjens and Taguma, 2010; Wall et al., 2015). Each nation enacts ...