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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.
Much more than simply recording events, pedagogical documentation is a revolutionary educational approach that enables practitioners to capture and understand the ways in which children learn and think. Exploring the use of pedagogic documentation across five different cultures, this book offers a unique insight into the conditions and methods through which pedagogical documentation might become an effective means of connecting teaching and learning. By drawing on theory, research-based evidence and practice, Understanding Pedagogic Documentation in Early Childhood Education reveals pedagogic documentation as an instigator for critical reflection on practice, for the creation of new pedagogical approaches and improvements in quality. Observing and documenting the lived educational experience of children and practitioners is emphasised as a means of acknowledging their voice and rights, of revealing their knowledge, their competences, their attitudes and dispositions to learning. Offering contextualised approaches and considering the challenges involved in observing and documenting day-to-day practice in early childhood settings, chapters encourage professionals to reflect and recognise the value of documentation for children, staff members and the wider community. Making a crucial contribution to the debates on pedagogical documentation, Understanding Pedagogic Documentation in Early Childhood Education offers researchers, students, policy-makers and professionals a comprehensive, and multicultural perspective on pedagogical documentation.
An inspiring step-by-step guide to documenting children's ideas, questions, and learning in a way that enhances teacher's thinking and understanding
Documentation in early childhood education is typically seen as a means to enhance the quality of care and education, and as a way to take account of the child’s view. Assessment and Documentation in Early Childhood Education considers the increasing trend towards systematic child documentation especially in early childhood institutions. The authors present ways in which assessment and evaluation is done sometimes explicitly but more often implicitly in these practices, and explore its means, aims, forms, and functions. They also examine the rationalities of child documentation from the perspective of professional practice and professionalism and suggest that documentation and assessment practices can weaken and constrain but also empower and strengthen teachers, children and parents. Topics explored include: Different forms of documentation and assessment Documentation and listening to the children Dilemmas of assessment and documentation Participation by children Involvement of parents This timely book will be appealing for those studying in the field of early childhood education, teacher education, special education, general education, social work, counselling, psychology, sociology, childhood studies, and family studies.
Bringing together the experiences of professionals from around the world, this essential text explores the intersections between pedagogy and leadership to consider how effective Pedagogical Leadership can be used to foster the collaborative engagement of children and their families, staff and practitioners, and ensure high quality provision in early years settings and services. Pedagogies for Leading Practice showcases a vast range of experiences and ideas which are at the heart of professional practice. Written to provoke group discussion and extend thinking, opportunities for international comparison, points for reflection, and editorial provocations will help students, policy-makers and others engage critically with wide-ranging approaches to leadership in early years practice. Considering varied forms of collaborative working, the challenges involved in becoming a pedagogical leader, and the role of management in meeting insitutional demands and the needs of the wider community, chapters are divided into four key sections which reflect major influences on practice and pedagogy: Being alongside children Those who educate Embedding families and communities Working with systems Offering insight, examples and challenges, this text will enhance understanding, support self-directed learning, and provoke and transform thinking at both graduate and postgraduate levels, particularly in the field of early childhood education and care.
Asking key questions about how policies and systems impact on children’s early years and rethinking the ways in which young children’s learning and development becomes integral to policy, this insightful text challenges the common misconception that policy development and pedagogical implementation are separate endeavours. Challenging the Intersection of Policy with Pedagogy explores symbiotic dynamics between policy and practice in the early years to consider the implications of policies relating to documentation, professional well-being, mentoring, the role of the family, language development and diversity. Written to provoke group discussion and extend thinking, opportunities for international comparison, points for reflection and editorial provocations will help students, educators, integrated service providers and policy makers engage critically with a variety of understandings of how policy and practice interact. Considering the role of learning environment, the practitioner, the wider community and policy, chapters are divided into four key sections which reflect major influences on practice and pedagogy: Being alongside children Those who educate Embedding families and communities Working with systems Considering diverse settings and contexts, perspectives, policies and systems, this text will enhance understanding, support self-directed learning and provoke and transform thinking at both graduate and postgraduate levels, particularly in the field of early childhood education and care.
This fully revised edition of Early Years Practice: Getting It Right From the Start integrates theory and practice and expands on the topics of early childhood practice as located within the context of international curriculum frameworks including Aistear, the Irish framework. With two new chapters it introduces readers to the complexities and possibilities of a play-based pedagogy and the importance of pedagogical leadership. Drawing on recent international scholarship, the book pays particular attention to the role of outdoor play and learning and the impact of digital technologies. It considers how best to manage the competing demands, challenges and tensions that affect the daily experiences of educators and children in contemporary society. This new edition also revises the original text with expanded references on topics such as the ecology of early childhood settings, education for sustainability, developmental psychology, education and neuroscience. This timely text also reviews international literature from both research and practice, strengthens understandings of the key role of relationships to quality practice and the effects on the development and learning of young children. All the chapters provide specific examples of good practice with strategies and suggestions aimed at enhancing the overall experience of early childhood settings for both educators and children. The information collected and explored in the book can be used by lecturers and educators alike to stimulate conversation, guide reflection and support the profession of early childhood educators to collectively work towards achieving, supporting and sustaining high-quality early years practice that adds constructively to the lives of babies and young children.
Understanding the Reggio Approach is a much needed source of information for those wishing to extend and consolidate their understanding of the Reggio Approach. It enables analysis of the essential elements of this particular approach to early childhood teaching and the relationship it holds with quality early years practice. It describes the key features of the Reggio Approach to early childhood including the environment, creativity, relationships and documentation. This new edition has been updated with the latest developments in this approach and includes new material on the thinking and work of Loris Malaguzzi and the future for educators in Reggio Emilia and the implications for practice in the UK. Features include: Examples from infant-toddler centres and preschools in Reggio Emilia. Key points to highlight the ideas that practitioners should consider when reviewing and reflecting on their practice Reflections that can be used as the basis for continuing professional development and action research. Written to support the work of all those in the field of early education and childcare, this is a vital text for students, early years and childcare practitioners, teachers, Early Years Professionals, Children’s Centre professionals, lecturers, advisory teachers and setting managers.
This new fourth edition of The Early Years Foundation Stage is fully updated to bring it in line with key changes in the revised EYFS. What is included in this new edition? - A brand-new chapter on Reflective Practice - Completely new content in fully revised chapters on Play; Pedagogical Documentation; Communication and Language; Literacy; Mathematics; Understanding the World; and Children’s Health and Wellbeing - New coverage of Baseline Assessment - New and updated case studies throughout the book - ‘Taking it Outside’ examples - New coverage of self-regulation A student favourite, this textbook supports your learning with case studies, points for discussion, reflective tasks and further reading to help you effectively apply theory in your practice across all areas of the EYFS.
This accessible text encourages readers to understand and confidently engage with distinctive early years pedagogy. It shows how pedagogy not only underpins the early years curriculum but is also inherent in the role of the adult and the experiences that are offered to young children. The book explains what the differing early years pedagogies are, why they are encouraged, and the knowledge, skills, and practice that are required to work with them. Emphasising that what works in one situation may not in another and a wider pedagogical knowledge is essential to ensure quality outcomes for children, it considers key topics such as: the role of the pedagogue and developing your own style promoting a lifelong love of learning in children under your care sensitivity and inclusion for all children’s cultures and communities promoting the rights of every child under your care. Incorporating reflection points and research tasks to support independent learning, this is essential reading for students on Early Childhood Studies courses and Early Years Foundation Degrees as well as early years practitioners.
