Preschool Teachers' Perspectives on Planning and Documentation in Preschool

Autor/inn/en	Alvestad, Torgeir; Sheridan, Sonja
Titel	Preschool Teachers' Perspectives on Planning and Documentation in Preschool
Quelle	In: Early Child Development and Care, 185 (2015) 3, S.377-392 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2014.929861
Schlagwörter	Preschool Teachers; Teacher Attitudes; Educational Planning; Documentation; Foreign Countries; Participatory Research; Ecology; Student Centered Curriculum; Preschool Children; Correlation; Reflection; Learning; Interviews; Age Differences; Norway + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Bildungsplanung; Dokumentation; Ausland; Forschungstätigkeit; Ökologie; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Korrelation; Lernen; Interviewing; Interviewtechnik; Age; Difference; Age difference; Altersunterschied; Norwegen
Abstract	This article is based on a research project focusing on Norwegian teachers' planning and documentation of children's learning in preschool. Norwegian preschools follow a national curriculum and teachers are obliged to document both professional practice and learning outcomes. The aim of the article is to investigate teachers' experiences of challenges, problems and dilemmas related to their planning and documentation. Questions asked are: "How do teachers plan their work with the children?", "What is the focus in documentation?", and "How do teachers express relationships between planning and documentation?" Findings reveal that there are specific problems and dilemmas connected to relationships between teachers' planning, documentation, and reflection on children's learning in preschool. The results are described in relation to each of the research questions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01