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

Abstract

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.

Pedagogical Documentation in Childhood Education: A Review of Concepts

“…[47]. In the study by Alaçam and Olgan [9], the authors reveal that most of the educators who did pedagogical documentation were satisfied with their practice [9].…”

“…In a chronological analysis, and in the light of what has been previously mentioned, throughout Europe, pedagogical documentation to evaluate processes began to be studied in the 1990s. The literature reveals that pedagogical documentation can only be considered pedagogical if and when there is a reflection on it [9].…”

“…The roots of pedagogical documentation are supported by collaborative processes and are therefore not easily adopted by kindergartens where transmissive pedagogies reign [9], [29]. However, with the growing dissemination of the philosophy practised in Reggio Emilia schools around the world, pedagogical documentation has gained prominence in official documents from several countries, as is the case of Portugal, and, therefore, it is also part of the contents of teacher training and research in early childhood education [10].…”

“…According to Boehm and Weinberg [8], the pedagogical documentation differs from other assessment methods because it requires a negotiation between content and process. In other words, there is a concern to highlight the learning process and not only what children have learned [9]. It is also for this reason that it can be said that pedagogical documentation is a central point in participatory pedagogies [10].…”

Pedagogical documentation in the era of digital platforms: Early childhood educators’ professionalism in a dilemma

“…Documentation has been defined as the process of gathering and using all forms of educational activity and production to narrate early education to the community (Malaguzzi, 1998). It has become a symbol for utopian early childhood programmes and has been practised in the last 30 years globally, starting with the birth and success of the Reggio Emilia Approach (later adopted by the Reggio Children Foundation; Alaçam & Olgan, 2021). Policy making and educators' support for professional practice highly recommend this practice since "rich documentation incorporates multiple perspectives and makes learning visible to the learning community" (Australian Government Department of Education, Department of Employment and Workplace Relations, 2010, p. 37).…”