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.

Posing Big(ger) Ideas and Questions
Posing Big(ger) Ideas and Questions
Maria CooperHelen Hedges

University of Auckland, New Zealand

We engaged in lively debate when discussing the contributions of these four chapters. Our debate encouraged us to note their big ideas. Here, we offer our interpretation of these key messages and then pose two bigger questions and conceptual possibilities to draw the chapters together and prompt further critical reflection on embracing possibilities of change.

Chapter 7 reports a chance event that proved to be a catalyst for teachers to engage children in powerful learning. Robertson invites us to remember that our image of children is as competent and confident theorizers, thinkers and puzzlers. This competence was related to teachers’ expectations that children would be kind, respectful and live a ...

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