The Children's Voice -- How Do Children Participate in Analog and Digital Portfolios?

Autor/inn/en	Knauf, Helen; Lepold, Marion
Titel	The Children's Voice -- How Do Children Participate in Analog and Digital Portfolios?
Quelle	In: European Early Childhood Education Research Journal, 29 (2021) 5, S.669-682 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Knauf, Helen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2021.1906291
Schlagwörter	Early Childhood Education; Teaching Methods; Portfolios (Background Materials); Childrens Attitudes; Democratic Values; Educational Technology; Inclusion; Design; Preschool Children; Student Participation; Child Development; Evaluation Methods; Grounded Theory; Foreign Countries; Personal Narratives; Freehand Drawing; Germany + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Inklusion; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Kindesentwicklung; Ausland; Erlebniserzählung; Drawing; Zeichnen; Deutschland
Abstract	In the discourse on children and early childhood education, the concern to 'give children a voice' has become increasingly important in recent years. The starting point for this development is the idea of a 'competent child' whose perspectives, perceptions and ideas are valuable and important. For this reason, ECE has set itself the goal of attentively listening to children and taking them seriously in the sense of democratic, inclusive and participatory pedagogy. Pedagogical documentation has been identified as an important tool to achieve this goal. The following article first of all critically examines this claim. Subsequently, results of an analysis of analog and digital portfolios are presented. It is shown that the differences between both portfolio variants are very small. Rather, the pedagogues translate the forms of portfolio entry design familiar from analog portfolio design into the digital process (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01