engleski

Pedagogical documentation on democratic practice and positive culture in early education settings

The concept of pedagogical documentation comes from Reggio Pedagogy and under the term we mean recording and documenting the educational process through audio and video media, photography, children’s artwork, handwritten notes, transcripts of children’s dialogues and group discussions, product collections and constructions made by children and other. What makes pedagogical documentation different from other forms of observation and recording is reflection and analysis. The paper shows that through qualitative approaches, action research through pedagogical documentation has changed and improved pedagogical practice and developed curriculum of early and pre-school education. By documenting the educational process, it was first found where it was necessary to introduce changes or improvements in the curriculum and on that basis a decision was made on the general plan of action. Specific, practically feasible steps were taken and the ways of monitoring the evaluated effects as a basis for new planning were made. The actions were planned flexibly and were overlapping with reflections and evaluation, and each action was closely monitored and documented. Throughout the research process, the educators have gone through different stages in collecting the documentation. Initially, it served only as a practice visible to parents, and the educators were more focused on product quality. By observing and listening to children, the educators were gradually changing the image of the child, their abilities and ways of learning, and the role of the educator in the educational process was also changed. Pedagogical documentation has made it possible for children’s learning processes to become visible, to become the content of communication, to serve as a reflection tool and to be the means of changing the educational process and the professional development of educators. The research was carried out in one kindergarten with two separate facilities throughout the school year. Research results confirm the necessity of an open discussion between educators and democratic dialogue that leads to common learning. The value of the model of internal change of educational institutions has been confirmed by transforming them into groups who learn in a democratic atmosphere.

action research, curriculum, documentation, kindergarten, pre-school educators

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