A Common Language among Child, School and Parents: The Use of Pedagogical Documentation in the Parent Involvement Process

Abstract

This study aims to examine the role of pedagogical documentation as a part of the school-parent collaboration from the perspectives of parents. In this study, which was conducted with the phenomenological design, data were collected using semi-structured interviews from 27 parents. The findings of the inductive analyzes were gathered under the themes of the visibility of learning, the parent-school bridge, and the child-parent-teacher collaboration. In line with the perceptions and experiences of parents, the findings showed that the pedagogical documentation increases the awareness of parents about their child's learning experiences at school, interactions, and reflections on these, provides guidance about parenting, improves the interaction between child and parents, supports the development of the child and learning at home, and contributes to school-parent collaboration. Given the contribution of parent involvement on child development and learning, it is believed that the findings obtained in this study will contribute to teachers, policymakers, and program developers in terms of utilizing pedagogical documentation as a tool for school-home collaboration.

Digitalisierung der pädagogischen Arbeit in Kindertageseinrichtungen

“…Bildungsprozesse können durch Fotos und Videoaufnahmen besonders umfassend und differenziert festgehalten werden (Kumpulainen und Ouakrim-Soivio 2019). Auch ist es möglich, dass Kinder und Eltern besser als bei der Verwendung analoger Portfolios am Dokumentationsprozess partizipieren und sich die Kommunikation mit Eltern über Bildungsprozesse intensiviert (Aras et al 2021;Buchholz und Riley 2020;Einarsdóttir 2005;Gallagher 2018;Hooker 2019;Knauf 2020;Knauf und Lepold 2021;Parnell und Bartlett 2012).…”

Reconceptualising the role of the child portfolio in assessment: How it serves for ‘assessment as learning’

“…Thus, the portfolio enhances the partnership between teachers and parents. Using a portfolio as an assessment tool in parent-teacher meetings provides teachers with a basis for discussion, two-sided reviews and comments on concrete examples of the child's work, rather than trying to discuss the child's progress without any evidence (Aras et al, 2021).…”