Co-construction of Pedagogical Documentation by Children and Educators in Early Learning Environments
Year: 2018
Type: dissertation
Abstract: This qualitative, design-based research study aimed to examine the factors that influence and are influenced by the co-construction of pedagogical documentation by educators and children in early learning settings. Throughout a six-month study period, seven early childhood educators located at three early learning settings in Nova Scotia were asked to co-construct documentation with the children, by the children, and for the children. Using qualitative research methods, including interviews, questionnaires, site visits, document sampling and a child focus group, data were collected and then analyzed using a thematic analysis approach within a social constructivist research paradigm. Findings, which were organized within the themes of value and validation; reflection and relationships; and processes and practicalities, indicate that the factors involved in this co-construction process are complex and varied. The factors that influenced the co-construction process ranged from the practical considerations of time, setting, materials, and technical support to educator values, attitudes and beliefs about the involvement of children in the documentation process. Factors that were influenced by the process included the educator-child relationship; educator’s perception of children’s abilities to reflect and recall their experiences (metacognition); the inclusion of children’s voices as an element of intentional program planning, and parents’ understanding of how and what their child learns in a play-based setting.
Source: TSpace (University of Toronto)
Author: Christine McLean
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2906891655