Pedagogical documentation as a lens for examining equality in early childhood education

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http://hdl.handle.net/10138/309440

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Paananen , M & Lipponen , L 2018 , ' Pedagogical documentation as a lens for examining equality in early childhood education ' , Early Child Development and Care , vol. 188 , no. 2 , pp. 77–87 . https://doi.org/10.1080/03004430.2016.1241777

Title: Pedagogical documentation as a lens for examining equality in early childhood education
Author: Paananen, Maiju; Lipponen, Lasse
Other contributor: University of Helsinki, Department of Education

Date: 2018-01-10
Language: eng
Number of pages: 11
Belongs to series: Early Child Development and Care
ISSN: 0300-4430
DOI: https://doi.org/10.1080/03004430.2016.1241777
URI: http://hdl.handle.net/10138/309440
Abstract: In this paper, we consider pedagogical quality particularly as equal opportunities for participating in decision-making in preschool. Relying on Ferraris' [2013. Documentality: Why it is necessary to leave traces. New York: Fordham University Press] theory of Documentality, we demonstrate how pedagogical documentation can contribute to understanding children's perspectives and discuss how it may help facilitate children's perspectives to become part of their everyday lives at preschool. In addition, we examine, using a multi method approach, how our conceptualizations help critically examine equality in early childhood education (ECE). The study was conducted in Finnish preschools. The data source for this study is composed of the researcher's observation diary, self-documentation conducted by teachers (n = 13), individual ECE plans of 104 2 to 7-year-old children and document-aided interviews with their teachers (n = 13). Finally, we critically discuss the consequences of our findings in terms of documentation, pedagogy and the equality of ECE.
Subject: 516 Educational sciences
Pedagogical documentation
EQUALITY
QUALITY
CHILDREN
AGENCY
CARE
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