Substantiation of the invisible: pedagogical documentation as professional development support

Detalhes bibliográficos
Autor(a) principal: Mesquita, Cristina
Data de Publicação: 2022
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10198/25375
Resumo: This study started from a collaborative work developed with a group of educators, who work in an institution that welcomes children from 0 to 6 years. The educators, after participating in a seminar on documentation and evaluation in early childhood education, showed enthusiasm to learn how to document the children’s voice and experiences. This study analyses the processes of awareness that occurred over a two-year period of action and that revealed how pedagogical documentation can support educators to reconstruct the image they have of children and the reconfiguration of their practices, substantiating the invisible. The staff-based learning and development is conceptualized from an ecological socio-constructivist following the Pedagogy-in-Participation approach. This piece of research assumes that pedagogical documentation is a process that values the children’s voice and enables educators to reflect, favoring the reconstruction of their practices.
id RCAP_27bad16f71ec2c5fd639240286d6acd4
oai_identifier_str oai:bibliotecadigital.ipb.pt:10198/25375
network_acronym_str RCAP
network_name_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository_id_str 7160
spelling Substantiation of the invisible: pedagogical documentation as professional development supportPedagogical documentationChildren’s voicePraxiological transformationThis study started from a collaborative work developed with a group of educators, who work in an institution that welcomes children from 0 to 6 years. The educators, after participating in a seminar on documentation and evaluation in early childhood education, showed enthusiasm to learn how to document the children’s voice and experiences. This study analyses the processes of awareness that occurred over a two-year period of action and that revealed how pedagogical documentation can support educators to reconstruct the image they have of children and the reconfiguration of their practices, substantiating the invisible. The staff-based learning and development is conceptualized from an ecological socio-constructivist following the Pedagogy-in-Participation approach. This piece of research assumes that pedagogical documentation is a process that values the children’s voice and enables educators to reflect, favoring the reconstruction of their practices.This work has been supported by FCT?Funda??o para a Ci?ncia e Tecnologia: [Grant Number UIDB/05777/2020]RoutledgeBiblioteca Digital do IPBMesquita, Cristina2022-04-12T14:49:46Z20222022-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10198/25375engMesquita, Cristina (2022). Substantiation of the invisible: pedagogical documentation as professional development support. European Early Childhood Education Research Journal. ISSN 1350-293X. 30:2, p. 239-2501350-293X10.1080/1350293X.2022.2046835info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-11-21T10:56:48Zoai:bibliotecadigital.ipb.pt:10198/25375Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T23:16:02.222987Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Substantiation of the invisible: pedagogical documentation as professional development support
title Substantiation of the invisible: pedagogical documentation as professional development support
spellingShingle Substantiation of the invisible: pedagogical documentation as professional development support
Mesquita, Cristina
Pedagogical documentation
Children’s voice
Praxiological transformation
title_short Substantiation of the invisible: pedagogical documentation as professional development support
title_full Substantiation of the invisible: pedagogical documentation as professional development support
title_fullStr Substantiation of the invisible: pedagogical documentation as professional development support
title_full_unstemmed Substantiation of the invisible: pedagogical documentation as professional development support
title_sort Substantiation of the invisible: pedagogical documentation as professional development support
author Mesquita, Cristina
author_facet Mesquita, Cristina
author_role author
dc.contributor.none.fl_str_mv Biblioteca Digital do IPB
dc.contributor.author.fl_str_mv Mesquita, Cristina
dc.subject.por.fl_str_mv Pedagogical documentation
Children’s voice
Praxiological transformation
topic Pedagogical documentation
Children’s voice
Praxiological transformation
description This study started from a collaborative work developed with a group of educators, who work in an institution that welcomes children from 0 to 6 years. The educators, after participating in a seminar on documentation and evaluation in early childhood education, showed enthusiasm to learn how to document the children’s voice and experiences. This study analyses the processes of awareness that occurred over a two-year period of action and that revealed how pedagogical documentation can support educators to reconstruct the image they have of children and the reconfiguration of their practices, substantiating the invisible. The staff-based learning and development is conceptualized from an ecological socio-constructivist following the Pedagogy-in-Participation approach. This piece of research assumes that pedagogical documentation is a process that values the children’s voice and enables educators to reflect, favoring the reconstruction of their practices.
publishDate 2022
dc.date.none.fl_str_mv 2022-04-12T14:49:46Z
2022
2022-01-01T00:00:00Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/10198/25375
url http://hdl.handle.net/10198/25375
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv Mesquita, Cristina (2022). Substantiation of the invisible: pedagogical documentation as professional development support. European Early Childhood Education Research Journal. ISSN 1350-293X. 30:2, p. 239-250
1350-293X
10.1080/1350293X.2022.2046835
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Routledge
publisher.none.fl_str_mv Routledge
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron_str RCAAP
institution RCAAP
reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
repository.mail.fl_str_mv
_version_ 1799135444831567872