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DOUBLE Early TO ZOOM 2 Pedagogical Documentation in TAP Childhood WITH PHONE OR TABLET to find the time to meet with others in order to reflect together and engage in dia- logue. But this is a crucial part of making sense of what children are doing. It helps us decide what we should pay deeper attention to, what we should respond to, and what we should document. In dialogue with our team or our mentors, we share our thoughts, test our theories, and ask each other, “What do you wonder?” One of the most gratifying results of documenting children’s work is that it sup- ports our growth as teachers in many ways: I t demands that we reflect upon our own practices. When a child has used mate- rials or interacted with others in unexpected ways, when she struggles to bring her ideas to fruition, or when she passionately returns to her project day after day, pedagogical documentation forces us to ask ourselves questions: What is her intent? How can we support her learning? What prior knowledge or experience led to this discovery? What does this mean in terms of what we do tomorrow or next week? If we are to document the child’s thinking or learning respectfully and with insight, we need to reflect on these types of questions. W hen we examine our data—photographs, notes, and recordings—we can then engage in intentional practice. Having observed, recorded, and reflected, we can make carefully crafted decisions about how to respond to the child. Perhaps we have a vast quantity of information and must carefully consider what, exactly, is important to respond to—and when—for we cannot respond to everything we see. When we tease out what we consider to be important for a child and put this together into a documentation panel or page, the process often leads us to next steps. I n this way, curriculum becomes a collaboration between children and educators. And when we share pedagogical documentation with children, giving them an opportunity for further response, we become co-owners of the curriculum. How the children respond—what they say, what they notice, how they engage with the documentation—will inform our decisions about what to do next. Ann Pelo, Margie Carter, and Deb Curtis describe this type of thinking and re- sponding in Carter and Curtis’s (2010) book, The Visionary Director, calling it “A Thinking Lens for Reflection and Inquiry®”: Knowing Yourself Examining the Physical/Social/Emotional Environment Seeking the Child’s Point of View Finding the Details that Engage Your Heart and Mind Expanding Perspectives through Collaboration and Research Considering Opportunities and Possibilities for Next Steps COPYRIGHTED MATERIAL