Pedagogical Documentation as a Strategy for Planning and Communicating Children's Learning and Pedagogical Day-to-Day Life

Autor/in	Fochi, Paulo Sergio
Titel	Pedagogical Documentation as a Strategy for Planning and Communicating Children's Learning and Pedagogical Day-to-Day Life
Quelle	In: European Early Childhood Education Research Journal, 30 (2022) 2, S.227-238 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fochi, Paulo Sergio)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2022.2046840
Schlagwörter	Documentation; Faculty Development; Educational Planning; Early Childhood Education; Foreign Countries; Praxis; Reggio Emilia Approach; Public Policy; Brazil + Suchen Sie Ihr Suchwort? Dokumentation; Bildungsplanung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Reggio-Pädagogik; Öffentliche Ordnung; Brasilien
Abstract	In this article I present a narrative essay on how a professional development support community in Brazil has reinterpreted the notion of pedagogical documentation based on the way it plans and communicates children's learning and pedagogical day-to-day life. I begin by retrieving some ideas from the pedagogue Malaguzzi, Loris. [2001; 2017a; 2017b; 2017c] to highlight that the concept of pedagogical documentation is contemporary with the reconstruction of the praxeological knowledge developed within the municipal schools of Reggio Emilia. Furthermore, I differentiate between the verb "to document," the noun "documentation" and the concept of "pedagogical documentation." Finally, I present the notion of context planning, session planning and diffuse communication cycle developed at the Observatory of Childhood Culture -- OBECI to exemplify reflective, investigative, projectual and narrative strategies on children's learning and pedagogical day-to-day life. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01