Styles of Documentation in German Early Childhood Education

Autor/in	Knauf, Helen
Titel	Styles of Documentation in German Early Childhood Education
Quelle	In: Early Years: An International Journal of Research and Development, 35 (2015) 3, S.232-248 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2015.1011066
Schlagwörter	Early Childhood Education; Documentation; Teaching Methods; Foreign Countries; Parent Teacher Cooperation; Skill Development; Learning Processes; Student Evaluation; Case Studies; Portfolios (Background Materials); Child Care Centers; Kindergarten; Institutional Characteristics; Standards; Groups; Classification; Qualitative Research; Interviews; Ethnography; Germany + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Dokumentation; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Kompetenzentwicklung; Qualifikationsentwicklung; Learning process; Lernprozess; Schulnote; Studentische Bewertung; Case study; Fallstudie; Case Study; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Standard; Classification system; Klassifikation; Klassifikationssystem; Qualitative Forschung; Interviewing; Interviewtechnik; Ethnografie; Deutschland
Abstract	The pedagogical documentation of educational processes in Early Childhood Education and Care (ECEC) centres is an important concern of early childhood education. Its purpose is to make learning visible and to stimulate discussion between educators and parents. In the academic discourse, however, pedagogical documentation is subject to differing interpretations: while some authors see it as a practice that supports the learning processes of children, along the lines of a "pedagogy of listening", others regard it as a tool for the assessment of skill development. Against this background, the present article examines how these different understandings of documentation are implemented in pedagogical practice in German ECEC centres. On the basis of an empirical investigation with 40 case studies, it can be shown that pedagogical documentation is primarily seen as an assessment tool in Germany. Four types of facility could be identified, each representing a particular style of documentation; for example, specific motivations, functions and practices of implementation can be distinguished. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01