lnu.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Pedagogical documentation – a Tool to Support Children’s Learning Processes
Linnaeus University, Faculty of Social Sciences, Department of Education. (Barn-och barndomskollegiet)
Linnaeus University, Faculty of Social Sciences, Department of Education.
2014 (English)In: Abstract Book. Us, Them & Me: Universal, Targeted or Individuated Early Childhood Programmes. 24th EECERA (European Early Childhood Education Research Association) Annual Conference, Crete, Greece, September 7 - 10, 2014., 2014Conference paper, Abstract (Refereed)
Abstract [en]

How do preschool teachers talk about pedagogical documentation as a tool to support children’s learning processes? How can this kind of documentation be used in practice in a way that benefits both teachers and children? This presentation is mainly based on the results from a thesis about pedagogical documentation in preschools (Bjervãs 2011). Theories from Bakhtin and Fairclough have been applied, in order to understand the teachers talk about pedagogical documentation and children’s learning processes. The method used to interpret the teachers’ discussions is discourse analysis. Moreover, pedagogical documentation focusing on children's learning processes has been analysed. The documentation is carried out in interaction with the children. The parents of the children involved have consented to the usage of documentation of their children. The utterances are viewed as a part of a context, not as stand-alone utterances. The teachers talk about the documentation as narratives that the children can benefit by. The documentation serves as a communication aid for the children and makes it possible for them to take part in each other’s discoveries. According to the teachers the documentation can contribute to cooperative learning processes and children’s participation. At the same time some teachers emphasise that the teachers are running the risk of disrupting the children’s processes by documenting. Pedagogical documentation has the potential to be a tool that both teachers and children can use to support the children’s learning processes. Whether or not pedagogical documentation is beneficial to the children depends on the choices that the teachers make.

Place, publisher, year, edition, pages
2014.
Keyword [en]
pedagogical documentation, support learning processes, participation, documenting, cooperative learning
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-51707OAI: oai:DiVA.org:lnu-51707DiVA: diva2:915860
Conference
24th EECERA Annual Conference. Us,Them & Me: Universal, Targeted or Individuated Early Childhood Programmes', Crete, Greece, September 7-10, 2014
Available from: 2016-03-31 Created: 2016-03-31 Last updated: 2016-04-05Bibliographically approved

Open Access in DiVA

No full text

Other links

Abstract book

Search in DiVA

By author/editor
Bjervås, Lise-LotteRosendahl, Gunilla
By organisation
Department of Education
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar

Total: 73 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf