Browsing by Subject "Havainnointi, pedagoginen dokumentointi, dialogi"

Observation is a key part of the pedagogical documentation process. However, pedagogical documentation as a process requires knowledge and understanding of the different tensions it brings. Literature and research have highlighted how pedagogical documentation has served as a constructor of dialogue. Achieving confidence-building dialogue is one of the principles of developing a culture of early childhood education. The purpose of this thesis was to examine the perceptions of early childhood education teachers about the importance of observation in the process of pedagogical documentation. In addition, it was explored whether pedagogical documentation can serve as a constructor of dialogue. The aim of this thesis is to highlight the bridge that connects observation to the process of pedagogical documentation. There has also been an effort to create a picture of early childhood teachers' perceptions of educational dialogue and its relationship to pedagogical documentation. This study was conducted using a qualitative research approach. The data collection method used in the study was a theme interview. Four ECEC teachers were selected for interview. They all had over ten years of work experience in early childhood education, experience in observation, documentation and pedagogical documentation as a teacher tool or in-service training in pedagogical documentation. The data in my study were analyzed by means of theory-based content analysis. The aim was not to test the theory, but to seek explanations or confirmations of the findings in the material and their interpretations, or to draw attention to possible differences between empirics and theory. In the light of the thesis, building a bridge from observation to pedagogical documentation would not necessarily be successful if the observation was disconnected as a separate and external event for which the educator defined the place, time, and goals. The construction of the bridge especially required pedagogical awareness of the importance of observation. That importance included an understanding of the child, child-centered planning, and reflections on pedagogical observation. Early childhood education teachers saw dialogue as a reciprocal and equal dialogue that allows for diversity and includes respect for the other. An adult listening attitude was also emphasized. The various stages of the pedagogical documentation process with children seem to act as a reinforcing factor for that dialogue. This is because, at different stages of the process, children discuss and document experiences and activities, and come back to documents and bring up different ideas that are processed and shared with others.