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DOUBLE TAP TO ZOOM WITH PHONE OR TABLET aspect of thoughtful, well-executed documentation: regardless of its topic or format, it provokes a response—from other teachers, from families, and from the children themselves. Documentation at its best leads to reflection and dialogue. It also leads to decisions about development of curriculum and further research. It connects us to the actions of the children, to one another, and to the wider community. As educators, we are no longer working in isolation but are sharing our thoughts, our questions, our wonder, and the work of the children themselves. Sometimes we do not at first fully understand the meaning of the children’s work. Questions arise, tangents develop, and our documentation becomes a story of our own attempts to understand and support children in their inquiry. Carol Anne Wien states: Pedagogical documentation is the teacher’s story of the movement of children’s understanding. The concept of learning in motion helps teachers, families, and policy makers grasp the idea that learning is provisional and dynamic; it may appear to expand and contract, rise, and even disappear. . . . Pedagogical documentation is a research story, built upon a question or inquiry “owned by” the teachers, children, or others, about the learning of children. (Wien, Guyevskey, and Berdoussis 2011, 2) Pedagogical documentation supports us in our work. It provides a mirror that reflects our practice. When we view this mirror with an open mind and heart, it quickly becomes a tool for learning—not only for us and for children but also for families and other caregivers, who may wonder why we do things the way we do. Documentation can provide clarity when we look back at what has happened over the past few days or weeks. Typically, when children view themselves in action, they have something additional to say about what they did, and so the thinking and learning continues. Over the years, I have introduced the idea of pedagogical documentation to many early childhood educators in North America. Participants in workshops and seminars have had the same reactions over and over again. They say that the docu- mentation is beautiful, that it is a worthwhile endeavor, that it validates and tells the story of teachers’ work and the work of young children, and that it has the potential to draw families into collaboration with teachers and children. However, challenges frequently arise when practitioners—whether they are students or seasoned educators—actually begin the journey of documenting children’s work. Sometimes they underestimate the depth of reflection involved, and the text does not do justice to the children’s thinking and ideas. Or practitioners working in busy classrooms simply cannot find the time to collect and assemble the necessary photo- graphs, traces of children’s work, and notes that are required for rich documentation. Yet for all the beginning struggles, many teachers persevere, practice and reflect, and produce wonderful narrations of what happened, the questions that arose, how they were investigated, and the roles of both children and teachers. Documentation, like the emergent and responsive curriculum it supports, is a journey, and it’s one that’s COPYRIGHTED MATERIAL Preface xi