Sticky Dots and Lion Adventures Playing a Part in Preschool Documentation Practices

Autor/in	Elfström Pettersson, Katarina
Titel	Sticky Dots and Lion Adventures Playing a Part in Preschool Documentation Practices
Quelle	In: International Journal of Early Childhood, 47 (2015) 3, S.443-460 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-7187
DOI	10.1007/s13158-015-0146-9
Schlagwörter	Foreign Countries; Preschool Children; Preschool Education; Documentation; Preschool Teachers; Video Technology; Power Structure; Humanism; Teacher Evaluation; Photography; Color; Classification; Difficulty Level; Reggio Emilia Approach; Sweden + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Dokumentation; Erzieher; Erzieherin; Kindergärtnerin; Humanismus; Teacher appraisal; Lehrerbeurteilung; Fotografie; Colour; Farbbezeichnung; Farbe; Classification system; Klassifikation; Klassifikationssystem; Schwierigkeitsgrad; Reggio-Pädagogik; Schweden
Abstract	This article examines how material objects such as photographs, papers and computers influence documentation practices in a Swedish preschool. The importance of teacher documentation is emphasized in the 2010 revised Swedish preschool curriculum as a means of evaluating preschool quality. However, the curriculum gives no specific guidelines about documentation. A quality audit has found that teachers are unsure about how to document their practices and records. The curriculum also requires children's participation in documentation. This research uses video-recordings from two groups of children in one Swedish preschool to analyse teachers' documentation practices with children. The video-recordings were analysed, combining theories of power relations with post-humanism. This article reviews two documentation activities: pedagogical documentation and evaluation documentation. The findings indicate that the complexity of preschool documentation, as described in earlier research, is increased when materials and participants are taken into account by the intra-actions of entities such as teachers, children, photographs and colour-coded labels (sticky dots). The manner in which the teacher and the children were able to negotiate a narrative was conditioned by the photographs and the colour-coded labels that teachers used to evaluate the documentation and which were given quite different meanings by the children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01