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.
Commentary 1: Living with a Growing Idea
Department of Teacher Education, University of Helsinki
Interest in pedagogical documentation continues to grow. We are, however, at the very beginning of understanding all of the educational and research uses and consequences of documenting and using documents in early childhood settings. The contributions by Fleet (Chapter 1), Bjervås and Rosendahl (Chapter 2), and Stobbs, Harvell and Reed (Chapter 3), advance our scientific understanding of pedagogical documentation. More especially, they expose the complex issues of pedagogical documentation and professional decision-making. Describing and analysing a decision-making process, the authors cross the boundary of the classical divide between content and process, and demonstrate the meaning and consequences of the multi-voiced nature and multiple functions of ...