Browsing by Subject "utvecklingspsykologi"
Now showing items 1-2 of 2
-
(2016)Tiivistelmä – Abstrakt – Abstract The purpose of this study is to examine documentation and its role in kindergartens and preschools. This means that I’m going to examine how often documentation is used in kindergartens and preschools, what forms of documentation appear and for what purposes. An important basis for this study is also to find out whether or not documentation is used as a pedagogical tool in kindergartens and preschools. The approach of this study is quantitative and was carried out as a survey. The survey was sent out by email to kindergartens and preschools in Helsinki and Espoo. The spreadsheet software Google Forms was used to collect the samples. Thereafter both Google forms and the spreadsheet of Excel was used to compile and analyze the results. The result shows that documentation is a familiar working procedure for most kindergartens- and preschools teachers. The teachers in kindergartens and preschools document in a wide variety of ways and often have several purposes for it. Documentation is used both as a tool to control and assess children’s skills and knowledge, as well as to follow and influence children’s learning processes and learning. The study also suggests that there is a pedagogical approach behind most used documentation and that there is a positive ambition to use documentation as more than just a “final product”.
-
(2017)According to the new curriculum (Finnish National Board of Education, 2016) pedagogical documentation is a tool for planning, performing, assessing and developing pedagogical practice in kindergarten. The aim of this study is to get a deeper understanding of what happens among the kindergarten teachers when they start using pedagogical documentation in their practice. What thoughts arise and does pedagogical documentation make the pedagogical work visible? The theoretical framework of the study consists of documentation of the child through a developmental perspective. It also focuses on the Reggio Emilia approach, as the pedagogical philosophy can be seen as the foundation for a pedagogical practise where documentation and reflection is used. Furthermore a comparison is made to similar Swedish studies. I have collected the empirical material through participant observation. The result of the study points to the complexity of the tool. As teachers start implementing pedagogical documentation they get involved in a learning process themselves. This puts certain demands on the teachers. Commitment and determination to develop the professional practise becomes vital. Getting guidance in the use of pedagogical documentation as well as time for collegial reflection is also important in order for the implementation to become successful.
Now showing items 1-2 of 2