The role of pedagogical documentation in child and parent participation
An investigation of educator and parent perspectives in a Reggio Emilia-inspired preschool
Bibliographic Data
| ID | 21686151 |
|---|---|
| Authors | Nur Alaçam (0000-0003-4477-5476, Ondokuz Mayıs University, corresponding author) |
| Year | 2025 |
| Pages | 1-18 |
| Publication date | 2025-05-26 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | European Early Childhood Education Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 1350-293X • E-ISSN: 1752-1807 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/1350293x.2025.2508319 |
| OpenAlex | W4410734042 |
| Language | EN |
| References cited | 50 |
Pedagogical documentation can have a significant role in enabling participation in early childhood education. This study investigates child and parent participation in pedagogical documentation processes in a Reggio Emilia-inspired preschool in the United States, which gives crucial importance to documentation in education philosophy. For this purpose, 10 early childhood educators were interviewed about their practices, and 15 parents from their classrooms responded to an online survey. Documentation examples (portfolios, newsletters, journals and bulletin boards) were also reviewed from each participant educator, which provided 701 entries for content analysis. The results showed that although educators employed documentation to increase child participation in their classrooms, interview, survey and document analysis all corroborated parents being mostly recipients in the documentation process. Differences were also found between parents' preferred content and actual content of documentations according to the comparison of the findings from the parent survey and content analysis, and implications were provided based upon them
Child development · Developmental psychology · Documentation · Early childhood · Early childhood education · Pedagogy · Preschool education · Sociology · Early Childhood Education and Development · Education and Technology Integration · Educational and Social Studies · Psychology
Beyond Quality in Early Childhood Education and Care
A multivariate examination of parent involvement and the social and academic competencies of urban kindergarten children
Datafied at four
Case Study Research
What is documentation doing? Early childhood education teachers shifting from and between the meanings and actions of documentation practices
Pedagogical documentation and systematic quality work in early childhood
Substantiation of the invisible
Pedagogical documentation as a strategy for planning and communicating children’s learning and pedagogical day-to-day life
Inviting inquiry on pedagogical documentation in Singapore
The use of information and communication technology in pedagogical documentation
Potentialities of pedagogical documentation as an intertwined research process with children and teachers in slow pedagogies
The plural uses of pedagogical documentation in Pedagogy-in-Participation
The children’s voice – how do children participate in analog and digital portfolios
Portrayals of parental involvement
Toward formative assessment
Making learning visible in kindergarten classrooms
Toward an experimental ecology of human development
Documentation as a tool for participation in German early childhood education and care
Bildungsdokumentation in Kindertageseinrichtungen
Reflections on Documentation
Sometimes I like to see what I am doing
Documentation and Democratic Education
Progettazione and Documentation As Sociocultural Activities
Children's participation in preschool documentation practices
Intercoder Reliability in Qualitative Research
| Citation velocity | historical |
|---|---|
| Highly cited | No |