Interpretations of Pedagogical Documentation in Early Learning and Kindergarten Settings by Educators in Ontario, Canada

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dc.contributor.advisorMurphy, Sharon M.
dc.contributor.authorBrown, Ellen Marie
dc.date.accessioned2021-11-15T15:27:16Z
dc.date.available2021-11-15T15:27:16Z
dc.date.copyright2021-06
dc.date.issued2021-11-15
dc.date.updated2021-11-15T15:27:16Z
dc.degree.disciplineEducation
dc.degree.levelDoctoral
dc.degree.namePhD - Doctor of Philosophy
dc.description.abstractPedagogical documentation is a multi-modal research methodology and semiotic tool for thinking in the practice of Italian early childhood educators in the Reggio Emilia Approach. In the Reggio Emilia municipal schools educators act as researchers with pedagogical documentation to study how children construct meaning. Their research is so startling that pedagogical documentation has been translated into educational contexts throughout the world. Since 2014 pedagogical documentation has become an expectation of practice for educators in child care and school settings in Ontario, Canada. How are educators interpreting a research practice from another culture? Eight educators from early learning and Kindergarten settings in Ontario were interviewed to learn about their experiences and understandings of pedagogical documentation. Four orientations toward purposes of pedagogical documentation were identified: as a tool to assess development and communicate with families; as an inquiry of educators questions and theories; as an exploration of childrens questions and theories; and, as a research practice for educator reflection and change in education. Participants purposes for pedagogical documentation were closely tied with their perceptions of being supported. When educators felt supported their purposes included reflection and research. If they did not feel supported they considered pedagogical documentation to be for assessment and communication and did not recognize other possibilities. Pedagogical documentation reveals the ways creativity and emotion are involved in learning and for some participants this changed how they listen to children and go about their practice. Pedagogical documentation may act as a dialogic tool contributing to educator self-awareness and leading to rethinking ideas about children, learning, teaching relationships, and change in education.
dc.identifier.urihttp://hdl.handle.net/10315/38701
dc.languageen
dc.rightsAuthor owns copyright, except where explicitly noted. Please contact the author directly with licensing requests.
dc.subjectEarly childhood education
dc.subject.keywordsPedagogical documentation
dc.subject.keywordsKindergarten
dc.subject.keywordsChild care
dc.subject.keywordsEarly learning
dc.titleInterpretations of Pedagogical Documentation in Early Learning and Kindergarten Settings by Educators in Ontario, Canada
dc.typeElectronic Thesis or Dissertation

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