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.
Opening Doors and Windows
School of Education, Curtin University
Unfolding their narratives with thoughtful grace, Mitchelmore and Fleet, Richard, and Kind and Argent reveal themselves to us as ‘specific intellectuals’ who work ‘not in the modality of the universal, the exemplary, the just-and-true-for-all, but within specific sectors’ (Foucault, cited in Cagliari et al., 2016: 24/532). Connected as they are to the ‘quotidian’ lives of children, they contest the futile and crippling separation that continues to exist between theory, research and practice in early childhood education. Their pedagogical documentation speaks to us with voices imbued with poetry of place, locality and belonging, and shows how the ‘freedom to research’ (Cagliari et al., 2016: 88/532) can be a catalyst for transformations, ...