Research Article
Reggio-İlhamlı Dokümantasyonla Güçlendirme: Okul Öncesi Öğretmenlerinde Çocuk Odaklı ve Demokratik Tutumların Teşvik Edilmesi
Abstract
Amaç: Reggio Emilia yaklaşımı, okul öncesi eğitimi çocuk merkezli ve demokratik bir perspektifle ele alırken, özellikle pedegojik dokümantasyon süreçlerinin de altını çizer. Bu çalışma, Reggio Emilia ilhamlı dokümantasyon eğitiminin okul öncesi öğretmenlerinin çocuk merkezli ve demokratik sınıf uygulamalarına yönelik tutumları üzerindeki etkisini incelemeyi amaçlamaktadır. Yöntem: Karma yöntem kullanılarak gerçekleştirilen çalışmada eğitim almış ve almamış öğretmenlerin tutumları karşılaştırılmıştır. Bulgular: Araştırma sonucunda, eğitim almış öğretmenlerin daha yüksek düzeyde demokratik tutumlara sahip olduğu ve otokratik görüşlerinin azaldığı görülmüştür. Bununla birlikte, gruplar arasında ilgisiz/boşvermiş tutumlar açısından anlamlı bir farklılık ortaya çıkmamıştır. Eğitim alan öğretmenlerin, daha demokratik, katılımcı, süreç odaklı ve çocuk merkezli sınıf uygulamalarını tercih ettikleri saptanmıştır. Sonuç ve öneriler: Çalışma, Reggio ilhamlı dokümantasyonun öğretmenlerin program tasarımı ve çocuk değerlendirmesi konusundaki demokratik inançlarını önemli ölçüde şekillendirdiğini göstermektedir. Sonuç olarak, araştırma bulguları erken çocukluk eğitimi için öğretmen eğitimi ve mesleki gelişim programlarının gerekliliği ortaya çıkarmakla birlikte, çocuk merkezli ve demokratik sınıf ortamlarını desteklemenin çocukların katılım haklarını korumak açısından önemini vurgulamaktadır.
References
- Ayiro, L. P. (2012). A functional approach to educational research methods and statistics: Qualitative, quantitative, and mixed methods approaches. The Edwin Mellin Press.
- British Educational Research Association. (2011). Ethical guidelines for educational research. BERA. https://www.bera.ac.uk/wp-content/uploads/2014/02/BERA-Ethical-Guidelines-2011.pdf
- Baldacchino, A. (2011). Localizing Reggio: Adapting the Reggio Emilia approach to early childhood education in three childcare centres on Prince Edward Island [Unpublished master thesis]. University of Prince Edward Island.
- Bath, C. (2012). I can't read it; I don't know’: Young children's participation in the pedagogical documentation of English early childhood education and care settings. International Journal of Early Years Education, 20(2), 190-201. https://doi.org/10.1080/09669760.2012.715242
- Benson, C. L. (2009). Influence of pedagogical documentation on children’s use of meta–cognition [Unpublished master thesis]. South Dakota State University.
- Buldu, M. (2010). Making learning visible in kindergarten classrooms: Pedagogical documentation as a formative assessment technique. Teaching and Teacher Education, 26, 1439-1449. https://doi.org/10.1016/j.tate.2010.05.003
- Cadwell, L. B. (1997). Bringing Reggio Emilia home: An innovative approach to early childhood education. Teachers College Press.
- Cadwell, L. B. (2003). Bringing learning to life. Teachers College Press.
- Clark, A. (2010). Young children as protagonists and the role of participatory, visual methods in engaging multiple perspectives. American Journal of Community Psychology, 46, 115-123. https://doi.org/10.1007/s10464-010-9332-y
- Coople, C. & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3rd ed.). National Association for the Education of Young Children.
- Dahlberg, G. (2012). Pedagogical documentation: A practice for negotiation and democracy. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: Reggio Emilia experience in transformation (3rd ed.). (pp. 225-231). Ablex.
- Dunbar, C. (2004). Report of best practices in classroom management. College of Education Michigan State University. http://outreach.msu.edu
- Falk, B. & Darling-Hammond, L. (2009). Documentation and democratic education. Theory Into Practice, 49(1), 72-81. https://doi.org/10.1080/00405840903436103
- Fawcett, M. (2009). Learning through child observation. (2nd ed.). Jessica Kingsley Publishers. Fraser, S. & Gestwicki, C. (2002). Authentic childhood: Exploring Reggio Emilia in the classroom. Delmar Thomson Learning.
- Fyfe, B. (2012). The relationship between documentation and assessment. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: Reggio Emilia experience in transformation (3rd ed.) (pp. 273-292). Ablex.
- Ganus, L. A. (2010). The pedagogical role of Reggio-inspired studios in early childhood education [Unpublished doctoral dissertation]. University of Denver.
- Geist, E. & Baum, A. C. (2005). Yeah, But’s that keep teachers from embracing an active curriculum: Overcoming the resistance. Young Children, 1-8.
- Hansen, S. G. (2012). Children’s viewpoints: Documentation and assessment in the preschool classroom [Unpublished master thesis]. Mills College.
- Helm, J. H. (2008). Got standards? Don’t give up on engaged learning! Young Children, 1-9.
- İnan, H. Z. (2009). Science education in preschool: how to assimilate the Reggio Emilia pedagogy in a Turkish preschool. Asia-Pacific Forum on Science Learning and Teaching, 10(2), 1-10.
- Kinney, L. & Wharton, P. (2008). An encounter with Reggio Emilia: Children’s early learning made visible. Routledge.
- Lam, C. M. (2012). The disablement and enablement of childhood. International Studies in Sociology of Education, 22(2), 147-167.10.1080/09620214.2012.700190
- MacDonald, M. (2007). Toward formative assessment: The use of pedagogical documentation in early elementary classrooms. Early Childhood Research Quarterly, 22, 232-242. https://doi.org/10.1016/j.ecresq.2006.12.001
- Mansour, N. (2009). Science teachers’ beliefs and practices: Issues, implications and research agenda. International Journal of Environmental & Science Education, 4(1), 25-48.
- McClure, M. A. (2008). Building Theories: Play, making, and pedagogical documentation in early childhood art education [Unpublished doctoral dissertation]. Pennsylvania State University.
- McKenna, D. E. (2005). Documenting development and pedagogy in the Swedish preschool: The portfolio as a vehicle for reflection, learning, and democracy. Frontiers: The Interdisciplinary Journal of Study Abroad, 12, 161-184.
- Moran, M. J., Desrochers, L. & Cavicchi, N. M. (2007). Progettazione and documentation as sociocultural activities: Changing communities of practice. Theory Into Practice, 46(1), 81-90. https://doi.org/10.1080/00405840709336552
- Moss, P. (2007). Bringing politics into the nursery: early childhood education as a democratic practice. European Early Childhood Education Research Journal, 15(1), 5-20. https://doi.org/10.1080/13502930601046620
- Moss, P. (2011). Early childhood education in Reggio Emilia and social pedagogy: Are they related? In C. Cameron & P. Moss (Eds.), Social pedagogy and working with children and young people: Where care and education meet (pp. 59-175). Jessica Kingsley Publishers.
- Moss, P. (2012). Micro-project and macro-policy: Learning through relationships. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: Reggio Emilia experience in transformation (3rd ed.) (pp. 101-113). Ablex.
- New, R. S. (2007). Reggio Emilia as cultural activity: Theory in practice. Theory Into Practice, 46(1), 5-13. https://doi.org/10.1080/00405840709336543
- New, R. S. & Cochran, M. (Eds.). (2007). Early childhood education: An International Encyclopedia: Vol.1. Documentation. (pp. 296-300). Praeger.
- Pajares, M. F. (1992). Teachers’ beliefs and education research: Cleaning up a messy construct. Review of Education Research, 62, 307-332.
- Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), Handbook of research on teacher education (2nd ed.) (pp. 102-119). Macmillan.
- Rinaldi, C. (2006a). The space of childhood. In C. Rinaldi (Ed.), In dialogue with Reggio Emilia: Listening, researching and learning (pp. 76-88). Routledge.
- Rinaldi, C. (2006b). The construction of the educational project: An interview with Carlina Rinaldi by Lella Gandini and Judith Kaminsky. In C. Rinaldi (Ed.), In dialogue with Reggio Emilia: Listening, researching and learning (pp. 121-136). Routledge.
- Schroeder-Yu, G. (2008). Documentation: Ideas and applications from the Reggio Emilia approach. Teaching Artist Journal, 6(2), 126–134. https://doi.org/10.1080/15411790801910735
- Sak, R. (2013). Turkish preschool teachers’ beliefs and practices related to child-centred education [Unpublished doctoral dissertation]. Middle East Technical University.
- Şahin-Sak, İ. T., Tantekin-Erden, F., & Pollard-Durodola, S. (2018). Turkish preschool teachers’ beliefs and practices related to two dimensions of developmentally appropriate classroom management. Education 3-13, 46(1), 102-116. https://doi.org/10.1080/03004279.2016.1194447
- Sevey, L. A. (2010). The role of pedagogical documentation in developing young children's thinking processes [Unpublished doctoral dissertation]. University of Rhode Island and Rhode Island College.
- Sussna, A. G. (1995). The educational impact on preschool teachers of an adaptation of the Reggio Emilia documentation process [Unpublished doctoral dissertation]. University of Massachusetts Amherst.
- Şahin, A. & Çokadar, H. (2006). Teaching process, authority, and democratization: teachers’ behavior against the pitfall of authoritarian, laissez-faire, and indifferent approaches. International Journal of Environmental and Science Education, 1(2), 120-136.
- Thornton, L. & Brunton, P. (2009). Understanding the Reggio approach (2nd ed.). Routledge.
- Turner, T. & Wilson, D. G. (2009). Reflections on documentation: A discussion with thought leaders from Reggio Emilia. Theory Into Practice, 49(1), 5-13. https://doi.org/10.1080/00405840903435493
- Weigand, R. (2011). A garden of learning: Exploring critical place-based pedagogy in kindergarten [Unpublished master’s thesis]. University of Toronto.
Empowering with Reggio-Inspired Documentation: Fostering Child-Centred and Democratic Attitudes among Preschool Teachers
Abstract
Purpose: The Reggio Emilia approach underscores child-centred pedagogy, highlighting documentation as a democratic practice within preschool settings. This study examines the impact of Reggio-inspired documentation training on preschool teachers' attitudes toward child-centred and democratic classroom practices. Method: Employing mixed-methods, attitudes of trained and non-trained teachers are compared, revealing trained teachers' heightened democratic attitudes and reduced autocratic perspectives. Results: However, no significant variance surfaces in laissez-faire attitudes between groups. Trained teachers exhibit preferences for more democratic, participatory, process-oriented, and child-centred classroom practices. The study concludes that Reggio-inspired documentation significantly shapes teachers' democratic convictions concerning curriculum design and child assessment. Conclusion and Suggestions: Implications for early childhood education underscore the necessity of teacher training and professional development programs, stressing the significance of nurturing child-centred and democratic classroom methodologies to uphold children's participatory rights in impactful decisions. This research accentuates Reggio-inspired documentation's pivotal role as a democratic agent, empowering children to contribute to determinations affecting them. It further accentuates the importance of pedagogical training and professional development initiatives in propelling child-centred and democratic classroom practices in early childhood education.
References
- Ayiro, L. P. (2012). A functional approach to educational research methods and statistics: Qualitative, quantitative, and mixed methods approaches. The Edwin Mellin Press.
- British Educational Research Association. (2011). Ethical guidelines for educational research. BERA. https://www.bera.ac.uk/wp-content/uploads/2014/02/BERA-Ethical-Guidelines-2011.pdf
- Baldacchino, A. (2011). Localizing Reggio: Adapting the Reggio Emilia approach to early childhood education in three childcare centres on Prince Edward Island [Unpublished master thesis]. University of Prince Edward Island.
- Bath, C. (2012). I can't read it; I don't know’: Young children's participation in the pedagogical documentation of English early childhood education and care settings. International Journal of Early Years Education, 20(2), 190-201. https://doi.org/10.1080/09669760.2012.715242
- Benson, C. L. (2009). Influence of pedagogical documentation on children’s use of meta–cognition [Unpublished master thesis]. South Dakota State University.
- Buldu, M. (2010). Making learning visible in kindergarten classrooms: Pedagogical documentation as a formative assessment technique. Teaching and Teacher Education, 26, 1439-1449. https://doi.org/10.1016/j.tate.2010.05.003
- Cadwell, L. B. (1997). Bringing Reggio Emilia home: An innovative approach to early childhood education. Teachers College Press.
- Cadwell, L. B. (2003). Bringing learning to life. Teachers College Press.
- Clark, A. (2010). Young children as protagonists and the role of participatory, visual methods in engaging multiple perspectives. American Journal of Community Psychology, 46, 115-123. https://doi.org/10.1007/s10464-010-9332-y
- Coople, C. & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3rd ed.). National Association for the Education of Young Children.
- Dahlberg, G. (2012). Pedagogical documentation: A practice for negotiation and democracy. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: Reggio Emilia experience in transformation (3rd ed.). (pp. 225-231). Ablex.
- Dunbar, C. (2004). Report of best practices in classroom management. College of Education Michigan State University. http://outreach.msu.edu
- Falk, B. & Darling-Hammond, L. (2009). Documentation and democratic education. Theory Into Practice, 49(1), 72-81. https://doi.org/10.1080/00405840903436103
- Fawcett, M. (2009). Learning through child observation. (2nd ed.). Jessica Kingsley Publishers. Fraser, S. & Gestwicki, C. (2002). Authentic childhood: Exploring Reggio Emilia in the classroom. Delmar Thomson Learning.
- Fyfe, B. (2012). The relationship between documentation and assessment. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: Reggio Emilia experience in transformation (3rd ed.) (pp. 273-292). Ablex.
- Ganus, L. A. (2010). The pedagogical role of Reggio-inspired studios in early childhood education [Unpublished doctoral dissertation]. University of Denver.
- Geist, E. & Baum, A. C. (2005). Yeah, But’s that keep teachers from embracing an active curriculum: Overcoming the resistance. Young Children, 1-8.
- Hansen, S. G. (2012). Children’s viewpoints: Documentation and assessment in the preschool classroom [Unpublished master thesis]. Mills College.
- Helm, J. H. (2008). Got standards? Don’t give up on engaged learning! Young Children, 1-9.
- İnan, H. Z. (2009). Science education in preschool: how to assimilate the Reggio Emilia pedagogy in a Turkish preschool. Asia-Pacific Forum on Science Learning and Teaching, 10(2), 1-10.
- Kinney, L. & Wharton, P. (2008). An encounter with Reggio Emilia: Children’s early learning made visible. Routledge.
- Lam, C. M. (2012). The disablement and enablement of childhood. International Studies in Sociology of Education, 22(2), 147-167.10.1080/09620214.2012.700190
- MacDonald, M. (2007). Toward formative assessment: The use of pedagogical documentation in early elementary classrooms. Early Childhood Research Quarterly, 22, 232-242. https://doi.org/10.1016/j.ecresq.2006.12.001
- Mansour, N. (2009). Science teachers’ beliefs and practices: Issues, implications and research agenda. International Journal of Environmental & Science Education, 4(1), 25-48.
- McClure, M. A. (2008). Building Theories: Play, making, and pedagogical documentation in early childhood art education [Unpublished doctoral dissertation]. Pennsylvania State University.
- McKenna, D. E. (2005). Documenting development and pedagogy in the Swedish preschool: The portfolio as a vehicle for reflection, learning, and democracy. Frontiers: The Interdisciplinary Journal of Study Abroad, 12, 161-184.
- Moran, M. J., Desrochers, L. & Cavicchi, N. M. (2007). Progettazione and documentation as sociocultural activities: Changing communities of practice. Theory Into Practice, 46(1), 81-90. https://doi.org/10.1080/00405840709336552
- Moss, P. (2007). Bringing politics into the nursery: early childhood education as a democratic practice. European Early Childhood Education Research Journal, 15(1), 5-20. https://doi.org/10.1080/13502930601046620
- Moss, P. (2011). Early childhood education in Reggio Emilia and social pedagogy: Are they related? In C. Cameron & P. Moss (Eds.), Social pedagogy and working with children and young people: Where care and education meet (pp. 59-175). Jessica Kingsley Publishers.
- Moss, P. (2012). Micro-project and macro-policy: Learning through relationships. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: Reggio Emilia experience in transformation (3rd ed.) (pp. 101-113). Ablex.
- New, R. S. (2007). Reggio Emilia as cultural activity: Theory in practice. Theory Into Practice, 46(1), 5-13. https://doi.org/10.1080/00405840709336543
- New, R. S. & Cochran, M. (Eds.). (2007). Early childhood education: An International Encyclopedia: Vol.1. Documentation. (pp. 296-300). Praeger.
- Pajares, M. F. (1992). Teachers’ beliefs and education research: Cleaning up a messy construct. Review of Education Research, 62, 307-332.
- Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), Handbook of research on teacher education (2nd ed.) (pp. 102-119). Macmillan.
- Rinaldi, C. (2006a). The space of childhood. In C. Rinaldi (Ed.), In dialogue with Reggio Emilia: Listening, researching and learning (pp. 76-88). Routledge.
- Rinaldi, C. (2006b). The construction of the educational project: An interview with Carlina Rinaldi by Lella Gandini and Judith Kaminsky. In C. Rinaldi (Ed.), In dialogue with Reggio Emilia: Listening, researching and learning (pp. 121-136). Routledge.
- Schroeder-Yu, G. (2008). Documentation: Ideas and applications from the Reggio Emilia approach. Teaching Artist Journal, 6(2), 126–134. https://doi.org/10.1080/15411790801910735
- Sak, R. (2013). Turkish preschool teachers’ beliefs and practices related to child-centred education [Unpublished doctoral dissertation]. Middle East Technical University.
- Şahin-Sak, İ. T., Tantekin-Erden, F., & Pollard-Durodola, S. (2018). Turkish preschool teachers’ beliefs and practices related to two dimensions of developmentally appropriate classroom management. Education 3-13, 46(1), 102-116. https://doi.org/10.1080/03004279.2016.1194447
- Sevey, L. A. (2010). The role of pedagogical documentation in developing young children's thinking processes [Unpublished doctoral dissertation]. University of Rhode Island and Rhode Island College.
- Sussna, A. G. (1995). The educational impact on preschool teachers of an adaptation of the Reggio Emilia documentation process [Unpublished doctoral dissertation]. University of Massachusetts Amherst.
- Şahin, A. & Çokadar, H. (2006). Teaching process, authority, and democratization: teachers’ behavior against the pitfall of authoritarian, laissez-faire, and indifferent approaches. International Journal of Environmental and Science Education, 1(2), 120-136.
- Thornton, L. & Brunton, P. (2009). Understanding the Reggio approach (2nd ed.). Routledge.
- Turner, T. & Wilson, D. G. (2009). Reflections on documentation: A discussion with thought leaders from Reggio Emilia. Theory Into Practice, 49(1), 5-13. https://doi.org/10.1080/00405840903435493
- Weigand, R. (2011). A garden of learning: Exploring critical place-based pedagogy in kindergarten [Unpublished master’s thesis]. University of Toronto.
There are 45 citations in total.
Details
| Primary Language | Turkish |
|---|---|
| Subjects | Child Development Education |
| Journal Section | Articles |
| Authors | |
| Early Pub Date | October 22, 2023 |
| Publication Date | October 29, 2023 |
| Acceptance Date | September 11, 2023 |
| Published in Issue | Year 2023 Volume: 5 Issue: 3 - Türkiye Cumhuriyeti 100.Yıl Özel Sayısı |
