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DOUBLE Early TO ZOOM xii Pedagogical Documentation in TAP Childhood WITH PHONE OR TABLET well worth the effort. This book is intended to support that effort, from beginning stages to the more sophisticated forms of documentation, and to clarify what doc- umentation is and is not. Let’s take a look at the upcoming chapters and how this book can work for you. You will notice that every chapter ends with a section titled Invitation to Explore. Each chapter also contains ample photographic examples from real-life classroom work embedded within the text, so you can visualize how various forms of docu- mentation might develop. The introduction examines what pedagogical documentation is and is not, as well as why it is important for educators, children, and their families. We will think about teachers’ reflection on their practice, professional growth, responsive decision mak- ing, and co-owning the curriculum with children. The introduction also offers a brief overview of the many types of documentation that are possible, with photographic examples. Finally, it discusses when and how each type is appropriate within the life of an early childhood classroom. Chapter 1 addresses starting points: what we might document and where we might begin, with examples of documentation that began in various places within an inquiry or within the daily life of the classroom. In this chapter we will also take a look at the various stages of teacher development in using documentation. The chap- ter ends with an invitation to explore how we see children’s thinking as it unfolds. Chapter 2 explores the world of design and photography. Since high-quality docu- mentation depends in part on how we present the photographs, notes, and children’s work visually, we will turn to a design expert to learn about what works well and what gets in the way of a reader’s viewing and understanding documentation. You will find practical suggestions for taking useful photographs and for choosing the ideal photographs for each piece of documentation. You simply cannot use them all! Also, we will examine the language that we use when describing children’s work. How do we determine the essence of what is happening, and how do we clearly describe that? The Invitation to Explore at the end of this chapter involves making choices about photographs of children in action. Chapter 3 provides a detailed deconstruction of some long-term projects, so that we can better understand the teachers’ thinking as they made decisions about how to document the work. The Invitation to Explore asks you to reflect on these decisions. Chapter 4 provides examples of the documentation of extraordinary moments— those seemingly small occurrences that crop up throughout the days with young children that provide flashes of insight for the child or the teacher. Although they are not part of long-term projects, they are nevertheless important for many reasons, which we will explore. The Invitation to Explore provides a chance to think and write about some extraordinary moments within your own classroom. Chapter 5 takes a look at some creative ways of displaying documentation. We will examine formats, materials, and the use of odd spaces within the classroom, and we will celebrate the creativity of teachers who thought in unusual ways about COPYRIGHTED MATERIAL