Documentation: A Hard to Reach Place

Autor/inn/en	Kroeger, Janice; Cardy, Terri
Titel	Documentation: A Hard to Reach Place
Quelle	In: Early Childhood Education Journal, 33 (2006) 6, S.389-398 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-006-0062-6
Schlagwörter	Documentation; Early Experience; Preschool Children; Constructivism (Learning); Preschool Teachers; Curriculum Guides; Teaching Methods; Reggio Emilia Approach; Teacher Student Relationship; Classroom Environment; Italy; United States + Suchen Sie Ihr Suchwort? Dokumentation; Frühbeginn; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Curriculare Materialien; Teaching method; Lehrmethode; Unterrichtsmethode; Reggio-Pädagogik; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenklima; Unterrichtsklima; Italien; USA
Abstract	Some educators experience difficulty documenting young children's work in early childhood settings because of a limited understanding of the importance of documentation, what or how to document, and the effective use of documentation; limited resources (time, tools, and assistance); or predetermined curricular guidelines. Some teachers, especially inexperienced early years teachers, have trouble engaging with children and documenting simultaneously, revealing a crucial misunderstanding about the purpose of documenting. Teachers at Reggio Emilia-inspired schools throughout the United States use many forms of documentation to enhance the qualities of children's experiences in preschool classrooms. This article addresses the dilemmas teachers face in implementing documentation in order to assist them as they move from standards-based teaching and teacher-determined content to a more constructivist approach to teaching. Ideas for using documentation shared by the authors will allow young children to construct their own knowledge and curiosity, making learning more meaningful to them and more visible to others. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10