Documentation panels: supporting young children’s self-regulatory and metacognitive abilities

Aras, Selda; Erden, Feyza Tantekin

doi:10.1080/09669760.2019.1592743

Cited by 14 publications

(10 citation statements)

References 20 publications

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“…The document analyses concluded that the monthly education plans used were usually ready-made plans; therefore, the charts of gains and indicators and the inclusion of concepts in the monthly education plans were usually left unfilled, and activities and other works in different sections of the monthly education plan did not support gains and concepts sufficiently. Aras and Tantekin Erden ( 2020 ) proved that the pedagogical documentation method supported children’s meta-cognitive and self-organizational skills. Another study (Buldu et al, 2018 ), which was part of a large-scale design-based phenomenological research, established that high quality evaluation contributed to the individual, interpersonal relations and learning processes.…”

Section: Conclusion Discussion and Recommendationsmentioning

confidence: 99%

The effect of the e-mentoring-based education program on professional development of preschool teachers

et al. 2021

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The qualification of a preschool teacher is one of the important factors that determine the quality of preschool education. To increase the quality in education, teachers should be equipped with the necessary knowledge starting from pre-service training, and in-service training should support the upgrading of their knowledge. Thus, the aim of this study was to develop an e-Mentoring-Based Education Program (e-MENTE:PT) for preschool teachers and to test its effectiveness on their professional development during the in-service support period. The study used a design-based research approach. First, focus group interviews were conducted with one-hundred-and-five preschool teachers to find out their needs. Then, an e-MENTE:PT Program was developed based on these needs and devised to be used on the Canvas learning management system (LMS), which involves all opportunities of e-learning and allows one-to-one e-mentoring. The e-MENTE:PT Program involved twelve modules related to the pedagogical content knowledge of the preschool education program. Each module included contents, goals, module materials, e-books, videos, pre- and post-module evaluation questions, discussion questions, live lessons and e-portfolios, all of which were integrated in the LMS. Next, eighteen full-time and nine substitute voluntary teachers from five different provinces were selected as mentees by means of criterion sampling. Nine academicians working in these provinces acted as mentors and implemented the application, each working with two mentees for two months. Qualitative data were analysed by means of descriptive analysis and quantitative data were analysed by means of the Wilcoxon signed rank test. The research concluded that the e-MENTE:PT program supported preschool teachers’ professional knowledge, learning environments and classroom applications, and an e-mentoring based teaching management system was effective on professional development.

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Section: Conclusion Discussion and Recommendationsmentioning

confidence: 99%

The effect of the e-mentoring-based education program on professional development of preschool teachers

et al. 2021

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“…However, pedagogical documentation in fact shows to teachers that child is curious, competent, and creative (Sousa, 2019). Especially, documentation panels show children's metacognitive and self-regulatory skills, and it improves the quality of discussion between teachers and children (Aras & Tantekin Erden, 2019). For instance, in the study by Buldu (2010), some of the teachers advocated that pedagogical documentation contributes to children's participation, motivation, and interest in learning as providing opportunities for reflecting on their own learning.…”

Section: Discussionmentioning

confidence: 99%

Pedagogical documentation in early childhood education: A systematic review of the literature

2021

ilkonline

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This study examined 24 empirical research studies conducted over the period of 2006-2019 focusing on the practice of pedagogical documentation in early childhood education. The research studies were selected by a systematic review of various databases and in-depth review of national and international journals. Categorization of selected studies and analyses were undertaken with respect to the research method, participants in the study, publication year, purposes, findings, and the location(s) in which the study was conducted. The review of the studies provided information related to current literature as well as providing recommendations for further studies and proving implications to improve the practice of pedagogical documentation. This examination revealed that pedagogical documentation has sophisticated outcomes not only for children but also classroom teachers and families.

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“…Moreover, documentation acts as a memory to help the children memorize several activities performed in the classrooms based on their personal experiences (Aras & Erden, 2020). It further helps them practically implement those activities and experiences again and again in a constructive manner.…”

Section: Literature Reviewmentioning

confidence: 99%

“…It further helps them practically implement those activities and experiences again and again in a constructive manner. Several scholars highlighted the benefits of documentation in the cognitive and developmental psychology field and considered them reminders to boost the long-term memory of individuals (Aras & Erden, 2020;Dalle et al, 2020;Fleck et al, 2013;Yılmaz et al, 2021). For instance, among young children in laboratory studies, intermittent test sessions are considered reminders that help students recall their previous learning experiences that further help them enhance their subsequent memory performance based on those reminding stimuli (Paananen & Lipponen, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

The Role of Pedagogical Documentation in Early Childhood Education in Indonesia

Zaenab¹

2022

J Ethn Cult Stud

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Considering the significance of pedagogical documentation in the early childhood education/care system, the current study examines the influence of pedagogical documentation on children's semantic memory, observed activities and evaluated skills and qualities per their teachers and caretakers. This study also examines the interactive effect of the learning environment with pedagogical documentation to enhance children's semantic memory, observed activities, and evaluated skills and qualities. A mixed-method approach has been utilized to examine the proposed associations. Learning events were organized for children aged 36 to 72 months in the kindergartens and preschools in Mataram, Indonesia. After four weeks of observations, the teachers and caretakers of the children recorded their responses regarding children's semantic memory, observed activities, skills, and qualities. The data were analyzed using SmartPLS 3.0 software. The results showed a significant increase in children's semantic memory, evaluated skills and qualities, and a positive change in their routine activities. Simultaneously, results also presented the significant role of the learning environment in enhancing positive outcomes of the pedagogical documentation in the early childhood education/care system.

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Documentation panels: supporting young children’s self-regulatory and metacognitive abilities

Cited by 14 publications

References 20 publications

The effect of the e-mentoring-based education program on professional development of preschool teachers

The effect of the e-mentoring-based education program on professional development of preschool teachers

Pedagogical documentation in early childhood education: A systematic review of the literature

The Role of Pedagogical Documentation in Early Childhood Education in Indonesia

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