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Journals / Journal of Education and Future / 2013 / Cilt: 1 Sayı: 4

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Okul Öncesi Eğitimde Belgeleme

Zivka Krnjaja
Dragana Pavlovic Breneselovic
Pages
109–122
Publication Date
2013-12-01
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

A critical analysis of the meaning in the two discourses may contribute to the reconstruction of ethical foundationsand to defining directions in the operationalisation of a purpose and function of documenting

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The article discusses two discourses of documenting in preschool practice: discourse of power and participatory discourse.
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Key Findings & Data:The discourse of power shapes documenting as a mean of power over children and over teachers and develops a model of documenting as a way of controlling of educational process.
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Conclusion & Impact:A critical analysis of the meaning in the two discourses may contribute to the reconstruction of ethical foundationsand to defining directions in the operationalisation of a purpose and function of documenting
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Documenting · preschool curriculum · discourse

Abstract

The article discusses two discourses of documenting in preschool practice: discourse of power and participatory discourse. The discourse of power shapes documenting as a mean of power over children and over teachers and develops a model of documenting as a way of controlling of educational process. In this discourse we have identified several possible meanings of documenting: documenting as technical solution and control; as invisible practice; as an obligation; as individual responsibility of teachers; as observation and monitoring of children’s needs and interests and as a perspective. In the participatory discourse pedagogical documentation becomes a tool for reflective practice of teachers with a purpose of getting a deeper understanding of own practice. The meanings of documenting in the participatory discourse can be: documenting as emancipation and dialogue; as research and reflection; as process of collaboration; as visible learning; as multi-perspective; as retrospective and perspective; as reconstructing roles of the child and teacher and as a synthesis. A critical analysis of the meaning in the two discourses may contribute to the reconstruction of ethical foundationsand to defining directions in the operationalisation of a purpose and function of documenting

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Cite This Article

Krnjaja, Z., Breneselovic, D. P. (2013). -. Journal of Education and Future, Cilt: 1 Sayı: 4, 109–122. https://ajindex.com/articles/1185578

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