Ethical Issues in Pedagogical Documentation: Representations of Children Through Digital Technology

Lindgren, Anne-Li

doi:10.1007/s13158-012-0074-x

Cited by 46 publications

(54 citation statements)

References 13 publications

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“…In a study of blogging teachers by Lindgren (2012), the teachers constructed documentation as means to observe rather than to create dialogue with children. The teachers discussed ethics, comparing their own experiences being photographed against their will to the children's situation.…”

Section: Documentation and Participationmentioning

confidence: 99%

“…The importance of visibility is often stressed in Swedish preschools, where making individual children as well as the preschool practice visible is seen as inherently good (Markström, 2005;Sparrman & Lindgren, 2010;Lindgren, 2012). This can compare to Fraser's (1995) discussion about affirmation as a remedy for non-recognition and disrespect, in which she says that affirmative remedies will promote group differences rather than change them.…”

Section: Documentation and Visibilitymentioning

confidence: 99%

“…The notion of children's visibility as something unambiguously good was obvious in two studies examining preschool documentation in different media: first, the above-mentioned study by Lindgren (2012), and second, a study by Sparrman and Lindgren (2010) of a series of Swedish educational TV programmes about pedagogical documentation, produced mainly for preschool teachers. In the TV programmes children were never asked for their opinions or asked to comment on documentation.…”

Section: Documentation and Visibilitymentioning

confidence: 99%

“…Studies of documentation have also shown documentation to be a complex concept, focusing on documentation as assessment, surveillance or as a tool for democracy (Vallberg Roth, 2010;Lenz Taguchi, 2000;Sparrman & Lindgren, 2010;Bjervås, 2011;Buldu, 2010;Vallberg-Roth, 2012). Studies focusing on documentation and participation have sometimes found children to be objectified and have seen teachers as onlookers (Vallberg Roth & Månsson, 2011;Garrick et al, 2010;Bath, 2012;Emilsson & Pramling Samuelsson, 2012;Lindgren, 2012). Whether documentation itself, and especially pedagogical documentation, is beneficial for children's participation could not be determined from the results of this study, obviously, since it had a different focus.…”

Section: Children's Participation In Documentation Is a Complex Pursuitmentioning

confidence: 99%

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Playing a part in preschool documentation : A study of how participation is enacted in preschool documentation practices and how it is affected by material agents

Pettersson

2013

Linkoping Studies in Pedagogic Practices

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The aim of the present study is to explore how children’s participation is constructed and enacted in preschool documentation and what kinds of activities evolve between teachers, children and material objects in preschool documentation practices. The study is based on videorecorded observations of teachers and children documenting different preschool activities in two preschool groups. The video observations are analysed using theoretical perspectives on power relations, governmentality, documentality and agentic realism. The results are presented in two research articles. The results show the complexity of children’s participation in preschool documentation practice. In the first article two different documentation methods, with different theoretical underpinnings, were used in the preschool: portfolio and pedagogical documentation. The results show that, regardless of documentation method, children’s participation varied from attendance to involvement and influence, which can be seen as two ends of a power relation. Power relations between teachers and children also varied between situations as well as within individual situations. The result of the second article shows that children’s participation in preschool documentation practices, as well as the documentation itself, was affected and controlled not only by the humans present, but also by different material agents, such as photos and colour-coded labels. Taking material agents into account allows for a broader understanding of documentation practices, which in turn could open up for new forms of children’s participation in preschool documentation.Syftet med studien som utgör grunden för uppsatsen var att undersöka hur barns delaktighet i förskolans dokumentation är konstruerad och ”görs” och vilken typ av aktivitet som utvecklas mellan lärare, barn och materiella objekt inom förskolans dokumentationspraktik. Studien är baserad på videoinspelade observationer av lärare och barn som dokumenterar olika aktiviteter i förskolan på två förskoleavdelningar. Videoobservationerna analyserades med hjälp av teoretiska perspektiv på maktrelationer, governmentality, documentality och agentic realism. Resultatet presenteras i två vetenskapliga artiklar. Resultaten visar komplexiteten i barns delaktighet i förskolans dokumentationspraktik. I den första artikeln studerades användningen av två olika dokumentationsmetoder, med olika teoretiska underbyggnad, nämligen portfolio och pedagogisk dokumentation. Resultatet visar att barns delaktighet varierade från deltagande till medverkan och inflytande oavsett vilken dokumentationsmetod som användes. Detta kan ses som två ändpunkter av en maktrelation. Maktrelationer mellan lärare och barn varierade också mellan situationer och inom en situation. Resultatet av den andra artikeln visar att barns deltagande i förskolans dokumentationspraktik samt också dokumentationen i sig, påverkades och styrdes, inte enbart av de deltagande personerna, men också av olika materiella agenter, till exempel foton och färgade etiketter. Att även b...

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Section: Documentation and Participationmentioning

confidence: 99%

Section: Documentation and Visibilitymentioning

confidence: 99%

Section: Documentation and Visibilitymentioning

confidence: 99%

Section: Children's Participation In Documentation Is a Complex Pursuitmentioning

confidence: 99%

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Playing a part in preschool documentation : A study of how participation is enacted in preschool documentation practices and how it is affected by material agents

Pettersson

2013

Linkoping Studies in Pedagogic Practices

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“…For example, certain kinds of social work with children cannot be documented due to concern for children's and families' privacy (Löfdahl & Pérez Prieto, 2009b). There is also research that points to risks and negative consequences of documentation (Alasuutari, Markström, & Vallberg Roth, 2014;Lindgren, 2012;Sparrman & Lindgren, 2010) and of the focus on preschool quality (Cannella, 2016;Moss, 2016).…”

Section: Discussionmentioning

confidence: 99%

Production and Products of Preschool Documentation: Entanglements of children, things, and templates

Pettersson¹

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‘Teacher data literacies practice’ meets ‘pedagogical documentation’: A scoping review

Kim

2023

Review of Education

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In teacher education, there is a growing need for teachers to become data literate by collecting a variety of data on student learning to assess student progress and inform instruction. Research on pedagogical documentation in education, in particular early childhood education, has been undertaken to make students' learning visible by documenting multiple forms of student data. Although the notion of pedagogical documentation could be broadened in teacher data literacies practice, little is known about teacher data literacies practice in implementing pedagogical documentation. To fill this research gap, we performed a scoping review of the studies to investigate the landscape of teacher data literacies practice with pedagogical documentation published from 2000 to 2020. Our scoping review employed Arksey and O'Malley's methodological framework and identified 62 studies in our review. Our analysis provided an overview of the existing studies on teacher data literacies practice with pedagogical documentation. The implications of its findings were discussed. Context and implicationsRationale for this studyDespite the increased demand for teachers to make data‐driven and evidence‐based decisions in teaching, to our knowledge this is the first review of teacher data literacies in implementing pedagogical documentation.Why the new findings matterOur scoping review identifies knowledge gaps in teachers' pedagogical documentation in diverse K‐12 settings, particularly in developing countries.Implications for educational researchers and policy makersIt also calls for more classroom‐based research on teacher data literacies practice in implementing pedagogical documentation and the need to further understand the relationship between teacher data literacies and pedagogical documentation. These implications are relevant for both educational researchers and teachers.

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Ethical Issues in Pedagogical Documentation: Representations of Children Through Digital Technology

Cited by 46 publications

References 13 publications

Playing a part in preschool documentation : A study of how participation is enacted in preschool documentation practices and how it is affected by material agents

Playing a part in preschool documentation : A study of how participation is enacted in preschool documentation practices and how it is affected by material agents

Production and Products of Preschool Documentation: Entanglements of children, things, and templates

‘Teacher data literacies practice’ meets ‘pedagogical documentation’: A scoping review

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