Browsing by Author "Röllich, Lotta"

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.