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The program approach in specialized early learning programs may result in adults focusing too intently on therapeutic treatment reports and disabilities and not on the stories children share through play. Observing, listening, and documenting play scripts can shift adults’ focus and make the self of children and their interests visible. Exploring d...
Context in source publication
Context 1
... child found a bowl and spoon and through dramatic play and nodding responses to questions, explained how chicken noodle soup made the dinosaur well again. When the story was shared with the child's teacher, she seemed surprised and had not recognized the child's ability to communicate imaginative stories through embodied language (see Figure 1). ...
Citations
... 36 (Bjartveit et al., 2019) Exemple Exemple : ce mur contient plusieurs zones : une zone dédiée aux rêves et aux désirs, une zone avec une grande feuille de papier sur laquelle les enfants peuvent dessiner librement avec des marqueurs, et une zone avec une feuille de route pour la résolution des conflits. ...
Cet outil aide à explorer et comprendre les expériences des enfants séjournant dans les centres d'accueil. Cet outil, basé sur la CIDE, propose des méthodes concrètes et testées sur le terrain pour cartographier leur expérience vécue avec les enfants.
... Developed from the Reggio Emilia educational philosophy, pedagogical documentation has been widely adopted in many parts of the world as a vital tool for reconceptualising teaching and learning in early childhood education (Aras & Erden, 2020;Bjartveit et al., 2019;Buldu, 2010). As young children communicate their thinking and understanding of the world in their 'hundred languages'-such as words, actions, music, body movement, art, drama and other forms of representation-pedagogical documentation allows educators to capture children's thinking and learning through multimodal forms such as photographs, audio and video recordings, and the collection of products, artefacts and other forms of children's work (Dahlberg et al., 1999). ...
... The most common theme in pedagogical documentation literature was the implementation of pedagogical documentation. The research outcomes of 25 studies were analysed and categorised into the three sub-themes as follows (Aras & Erden, 2020;Bjartveit et al., 2019;Buldu, 2010;Eckhoff, 2019;Emilson & Samuelsson, 2014;Frampton, 2016;Harcourt & Jones, 2016;Hostyn et al., 2020;Knauf, 2015Knauf, , 2016Knauf, , 2017Knauf, , 2018Lee-Hammond & Bjervås, 2020;Lindgren, 2012;MacDonald, 2007;MacDonald & Hill, 2018;Mitchell, 2003;Paananen & Lipponen, 2018;Pettersson, 2015aPettersson, , 2015bRintakorpi, 2016;Rintakorpi et al., 2014;Rintakorpi & Reunamo, 2017;Schulz, 2015;Steele et al., 2016). ...
... Another form of pedagogical documentation, the Living Wall, was used in a specialised early learning programme. Bjartveit et al. (2019) noted the Living Wall offered an opportunity to listen to and understand children through observation, documentation and reflection. It assisted teachers in making visible children's interests, cultures, languages and stories. ...
In teacher education, there is a growing need for teachers to become data literate by collecting a variety of data on student learning to assess student progress and inform instruction. Research on pedagogical documentation in education, in particular early childhood education, has been undertaken to make students' learning visible by documenting multiple forms of student data. Although the notion of pedagogical documentation could be broadened in teacher data literacies practice, little is known about teacher data literacies practice in implementing pedagogical documentation. To fill this research gap, we performed a scoping review of the studies to investigate the landscape of teacher data literacies practice with pedagogical documentation published from 2000 to 2020. Our scoping review employed Arksey and O'Malley's methodological framework and identified 62 studies in our review. Our analysis provided an overview of the existing studies on teacher data literacies practice with pedagogical documentation. The implications of its findings were discussed.
Context and implications
Rationale for this study
Despite the increased demand for teachers to make data‐driven and evidence‐based decisions in teaching, to our knowledge this is the first review of teacher data literacies in implementing pedagogical documentation.
Why the new findings matter
Our scoping review identifies knowledge gaps in teachers' pedagogical documentation in diverse K‐12 settings, particularly in developing countries.
Implications for educational researchers and policy makers
It also calls for more classroom‐based research on teacher data literacies practice in implementing pedagogical documentation and the need to further understand the relationship between teacher data literacies and pedagogical documentation. These implications are relevant for both educational researchers and teachers.
... Despite extensive international study results supporting the use of pedagogical documentation to include children of diverse needs and abilities, empirical investigation of its use within the U.S. early childhood special education system is limited (Bjartveit, Carston, Baxter, Hart, & Greenidge, 2019;Buldu, 2010;Emilson & Samuelsson, 2014). Originating in the Reggio Emilia approach, pedagogical documentation is a collaborative process in which adults and children capture and display concrete examples of their thinking and learning through observation, analysis, and interpretation of their actions, interactions, and words (Broderick & Hong, 2011;Rinaldi, 2006). ...
This mixed-method, three-phased study examined four early educators’ experiences in implementing pedagogical documentation. Pedagogical documentation is a collaborative process between adults and children by which concrete examples of an individual child’s thinking are observed, analyzed, interpreted, and then applied to extend the child’s learning. Study results identified three themes, including (a) changes to teaching and learning behaviors, (b) relationship building and, (c) customization of inclusion and individualization. Participants credited pedagogical documentation with facilitating changes to their teaching practices and to how they individualized and included four children with disabilities. They reported that the collaboration and observation components of pedagogical documentation strengthened their relationships with and altered their perspective of the child. The participating early educators also linked positive changes in the child’s learning behaviors to the child’s participation in the process. These findings affirm the utility of pedagogical documentation in supporting early educators’ efforts to include and individualize for young children with disabilities.
