“My Treasure Box” : Pedagogical documentation, digital portfolios and children’s agency in Finnish early years education

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http://hdl.handle.net/10138/318310

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Kumpulainen , K & Ouakrim-Soivio , N 2019 , “My Treasure Box” : Pedagogical documentation, digital portfolios and children’s agency in Finnish early years education . in A Eckhoff (ed.) , Participatory Research with Young Children . Educating the Young Child: Advances in Theory and Research, Implications for Practice , vol. 17 , Springer , Cham , pp. 105-123 . https://doi.org/10.1007/978-3-030-19365-2_7

Title: “My Treasure Box” : Pedagogical documentation, digital portfolios and children’s agency in Finnish early years education
Author: Kumpulainen, Kristiina; Ouakrim-Soivio, Najat
Editor: Eckhoff, Angela
Contributor: University of Helsinki, Learning, Culture & Interventions (LECI)
University of Helsinki, Hu­man­it­ies and So­cial Sci­ences Edu­ca­tion (Hu­SoEd)
Publisher: Springer
Date: 2019
Language: eng
Number of pages: 19
Belongs to series: Participatory Research with Young Children
Belongs to series: Educating the Young Child: Advances in Theory and Research, Implications for Practice
ISBN: 978-3-030-19364-5
978-3-030-19365-2
URI: http://hdl.handle.net/10138/318310
Abstract: This chapter discusses the opportunities and challenges associated with the inclusive use of digital portfolios in pedagogical documentation in Finnish early childhood education (ECE), and examines children’s participation and agency in the process. The chapter draws upon empirical data from the research and development programme of three Finnish municipalities and their ECE centres. Altogether, the empirical data comprise the digital portfolios of 71 children from six ECE groups each comprising of children aged 3 to 5 years old. This writing demonstrates how the construction of digital portfolios in these ECE groups produced a dynamic tension between the adults’ and children’s agency; between digital archiving and narrative documentation of the children’s lived experiences; and between documentation and reflection. The results also indicate how digital portfolios created inequality among the children regarding the ways in which the children were seen and heard in their portfolios, and how they were able to participate and demonstrate agency in this process. The chapter concludes by considering the conditions of participatory work in ECE classrooms in which the child’s agency. matters.
Subject: 516 Educational sciences
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