Adoption of Pedagogical Documentation in Finnish ECEC Settings

Abstract

According to educational research, pedagogical documentation, utilised in early childhood education and care (ECEC) settings in several countries around the world, can enhance participation and quality. However, the use of pedagogical documentation does not have an unequivocal meaning and the impact depends on the context and how pedagogical documentation is implemented and adopted. This study investigated how pedagogical documentation was used and adopted among professionals in Finnish ECEC in the wake of a new normative curriculum in 2016 that made pedagogical documentation mandatory. Theoretically, the study is based on educational research that has a close affinity to the Reggio Emilia approach to documentation. The empirical data (N = 135) was derived from a questionnaire that was sent out to ECEC centres in one larger municipality in Finland. Our empirical data was examined using a mix of quantitative and qualitative content analysis. Our findings arrived at four different dimensions presenting various ways of implementing and adopting pedagogical documentation. We see the results as significant both in Finland and internationally, since pedagogical documentation requires interpretation by ECEC professionals and adaptation to local and regional conditions.

The Role of Pedagogical Documentation in Early Childhood Education in Indonesia

“…To see the pedagogical documentation from multiple perspectives in a developing nation, we used 12 statements adapted from Lindh and Mansikka (2022). The sample items include the statements like "Observing and documenting the lifeworld of children" and "photographs and children's activities are important to document in our everyday activities.…”

“…Simultaneously, numerous qualitative studies are available related to the federal logical documentation in early childhood education (Fleck et al, 2013;Kim, 2020;Lindh & Mansikka, 2022;Reunamo et al, 2013;Rintakorpi & Reunamo, 2017). However, there is a scarcity of research related to the association of paralogical documentation with early childhood activities (Lindh & Mansikka, 2022;Rintakorpi & Reunamo, 2017). Therefore, the main aim of the current study was to explore the association between pedagogical documentation and early childhood routine activities, skills, qualities, and semantic memory.…”

“…Worldwide, various programs are employed in early childhood education with numerous teaching methodologies. Simultaneously, numerous qualitative studies are available related to the federal logical documentation in early childhood education (Fleck et al, 2013;Kim, 2020;Lindh & Mansikka, 2022;Reunamo et al, 2013;Rintakorpi & Reunamo, 2017). However, there is a scarcity of research related to the association of paralogical documentation with early childhood activities (Lindh & Mansikka, 2022;Rintakorpi & Reunamo, 2017).…”

“…In connection with that, research on pedagogical documentation has increased enormously in the past few years. However, the focus of most research around the area is based on qualitative data and analysis, due to which we cannot generalize the existing research results (De Sousa, 2019;Hostyn et al, 2020;Knauf, 2020;Lindh & Mansikka, 2022;Paananen & Lipponen, 2018). Most researchers focused on methods and tools to know about young children's views (Fleck et al, 2013;Rintakorpi & Reunamo, 2017).…”

Documenting the development and achievements of early and preschool children: Different curricular approaches

“…Following the above, it is justified to adhere to the position of Lindh and Mansikka (2022), who consider that four types of documentation are recognizable in ECEC practice:…”