Educational documentation

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As Education Documentation detain formation processes of children in day care centers and in family day care referred. This can be done through texts, photos, images and drawings as well as audio and video recordings.

aims

Educational documentation should make the educational processes of children visible. This is considered necessary because, especially with young children, education and learning are often not immediately recognizable or even measurable, but are often seen as “playing” in general. It is therefore the task of the pedagogical staff to identify these learning processes as such through close observation, dialogue and interaction with the children. Making the educational processes visible ultimately serves to better understand the child's educational processes and is an important tool for educational professionals. A pedagogy understood in this way is also referred to as “pedagogy of listening”.

Educational documentation should stimulate thinking not only about children, but with them. Children should be encouraged to reflect on their own thoughts and actions. As a result, new educational processes, for example in the form of projects, can arise.

In addition, the educational documentation is intended to give the parents of the children who attend the day-care facility an insight into the daily routine and the educational work. Educational documentation should focus on the children's strengths. This distinguishes educational documentation methods from diagnostically oriented documentation methods, such as standardized assessment scales. Due to the strong child orientation of the educational documentation procedures, they can also contribute to a disruption of children's participation.

Procedure

Portfolio

Portfolios in day-care centers are usually folders in which products from an individual child, learning stories about the child, photos, etc. are collected. The portfolio can either be structured chronologically or divided into different categories (e.g. “That's me”, “I can do that”, “I do that”). As a rule, the portfolio is managed over the entire day-care center of the child, so that the long-term development can be seen, as the portfolio concept also provides. The portfolio is the most common form of educational documentation in Germany.

Learning stories

The learning story describes a situation in which a single child or several children act. As a rule, learning stories are formulated as a letter to the child and illustrated with photos or drawings of the child. The concept of learning stories was developed in New Zealand by educational scientist Margaret Carr and is established there as a central assessment procedure in day-care centers. The process was made known in Germany by the German Youth Institute under the name Education and Learning Stories.

Wall documentation

Wall documentation refers to posters that record a project, an activity, the daily routine or the like and that are attached to the walls in day-care centers (e.g. in the group room or in the corridors). The method was developed in particular in the day-care centers in Reggio Emilia (Italy) as part of Reggio pedagogy , but is also being used in Germany.

Individual evidence

  1. ↑ Helen Knauf, "Styles of Documentation in German Early Childhood Education." Early Years 35, 2015. 232-248. doi : 10.1080 / 09575146.2015.1011066 .
  2. ^ Reggio Children, Project Zero, (Ed.): Making Learning Visible. Vol. 5. Reggio Emilia: Reggio Children 2011.
  3. ^ Carolina Rinaldi: "The Relationship Between Documentation and Assessment." Innovations in Early Childhood the International Reggio Exchange 11 (1) 2004
  4. ↑ George E. Forman; Brenda Fyfe: Negotiated Learning Through Design, Documentation, and Discourse. In CP Edwards, L. Gandini & GE Forman (Eds.), The Hundred Languages ​​of Children. Pp. 239-260. Greenwood Publishing Group. Greenwich and London: 1998
  5. ↑ Helen Knauf, "Documentation as a Tool for Participation in German Early Childhood Education and Care". European Early Childhood Education Research Journal 25 (1) 2017, 19–35. doi : 10.1080 / 1350293X.2015.1102403
  6. ↑ Helen Knauf: "Making an impression: portfolios as instruments of impression management for teachers in early childhood education and care centers." Early Childhood Education Journal 45. 2017. 481-491; doi : 10.1007 / s10643-016-0791-0
  7. ^ Helen Knauf, "Learning Stories: An Empirical Analysis of Their Use in Germany". Early Childhood Education Journal, 29 (3) 2017, 169-8. doi : 10.1007 / s10643-017-0863-9
  8. ^ Margaret Carr, Assessment in Early Childhood Settings. Learning stories. London: Sage. 2001.
  9. ↑ Hans Rudolf Leu; Katja Fläming; Yvonne Frankenstein; Sandra Koch; Irene Pack; Kornelia Schneider; Martina Schweiger: "Educational and Learning Stories". Publishing the net. Weimar and Berlin: 2007.
  10. ↑ Tassilo Knauf, Pedagogical Approaches for the Kita: Reggio, Berlin, Cornelsen Scriptor, 2017, ISBN 978-3-58924-781-3