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

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dc.contributor.author Kumpulainen, Kristiina
dc.contributor.author Ouakrim-Soivio, Najat
dc.contributor.editor Eckhoff, Angela
dc.date.accessioned 2020-08-13T21:50:43Z
dc.date.available 2021-12-17T18:48:08Z
dc.date.issued 2019
dc.identifier.citation 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
dc.identifier.other PURE: 105530295
dc.identifier.other PURE UUID: 606b9060-94d9-4d3e-83fa-0011a1a9668f
dc.identifier.other ORCID: /0000-0001-9139-4145/work/60611487
dc.identifier.other ORCID: /0000-0002-0721-0348/work/60611706
dc.identifier.other WOS: 000489264400008
dc.identifier.uri http://hdl.handle.net/10138/318310
dc.description.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. en
dc.format.extent 19
dc.language.iso eng
dc.publisher Springer
dc.relation.ispartof Participatory Research with Young Children
dc.relation.ispartofseries Educating the Young Child: Advances in Theory and Research, Implications for Practice
dc.relation.isversionof 978-3-030-19364-5
dc.relation.isversionof 978-3-030-19365-2
dc.rights.uri info:eu-repo/semantics/openAccess
dc.subject 516 Educational sciences
dc.title “My Treasure Box” : Pedagogical documentation, digital portfolios and children’s agency in Finnish early years education en
dc.type Chapter
dc.contributor.organization Learning, Culture & Interventions (LECI)
dc.contributor.organization Department of Education
dc.contributor.organization Hu­man­it­ies and So­cial Sci­ences Edu­ca­tion (Hu­SoEd)
dc.description.reviewstatus Peer reviewed
dc.relation.doi https://doi.org/10.1007/978-3-030-19365-2_7
dc.relation.issn 2543-0610
dc.rights.accesslevel openAccess
dc.type.version acceptedVersion

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