Co-Constructed Pedagogical Documentation in Early Learning Settings: A Parent Perspective

Autor/in	McLean, Christine
Titel	Co-Constructed Pedagogical Documentation in Early Learning Settings: A Parent Perspective
Quelle	In: Exceptionality Education International, 29 (2019) 3, S.113-134 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-5227
Schlagwörter	Parent Attitudes; Early Childhood Education; Teaching Methods; Preschool Teachers; Documentation; Play; Learning Processes; Barriers; Parent Teacher Cooperation; Students with Disabilities; Clinical Diagnosis; Information Technology + Suchen Sie Ihr Suchwort? Elternverhalten; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Dokumentation; Spiel; Learning process; Lernprozess; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Informationstechnologie
Abstract	In this study, parents were asked for their thoughts on the documentation provided to them by early childhood educators (ECEs), which focused on their young children's learning experiences in early learning settings. Forty-five parents completed questionnaires focusing on their understandings and experiences with documentation. Seven parents were interviewed at the beginning and the end of the six-month research period. All parents stated that pedagogical documentation contributed to their understanding of how their children learned through play, saying that, among other things, it provided insight into "the mystery that is my child's day" (parent participant). This was true, as well, for the parents who had children with a diagnosed or suspected disability. Although parents saw pedagogical documentation as adding value to their experience as parents of children in an early learning setting, they noted several challenges in accessing this documentation. This article explores pedagogical documentation from a parents' perspective, with an emphasis on how the process of accessing documentation has the potential to build relationships between parent and educator and parent and child. The implication that this has for the successful transition of children from early learning settings into school settings is explored. (As Provided).
Anmerkungen	Exceptionality Education International. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: eecj@ualberta.ca; Web site: http://ir.lib.uwo.ca/eei/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01