Research Article
Okul Öncesi Dönem Çocuklarının Gelişim ve Öğrenmelerinin Desteklenmesinde Pedagojik Dokümantasyonun Katkısının Öğretmen Görüşlerine Göre İncelenmesi
Abstract
Bu çalışmada bir öğrenme, öğretme ve değerlendirme aracı olan pedagojik
dokümantasyonun erken çocukluk programlarında çocukların öğrenmesini anlama,
destekleme ve geliştirmeyi ne derecede desteklediği öğretmen bakış açısından
incelenmiştir. Olgubilim deseninde gerçekleştirilen geniş ölçekli bir
araştırmanın parçası olan bu çalışmada öğretmenlerden bireysel görüşmeler
yoluyla elde edilen veriler kullanılmıştır. Amaçlı örnekleme tekniği kullanılan
bu araştırmanın örneklemini, metropol bir şehirdeki dokuz okul öncesi eğitim
kurumunda görev yapan 22 okul öncesi öğretmeni oluşturmaktadır. Çalışmanın
bulguları bireysel, kişiler arası ve öğrenme süreçleriyle ilgili katkılar olmak
üzere üç tema altında toplanmıştır. Bu temalar altında kendini değerli
hissetme, sorumluluk alma, kendini ifade etme, dinleme, etkileşim, öğrenme
sürecinde aktif katılım, öğrenmeye karşı ilgi ve motivasyon, öz-değerlendirme
ve öğrenme farkındalığı kategorileri yer almaktadır. Sonuçlar ışığında
pedagojik dokümantasyonun çocuklar açısından katkıları göz önüne alınarak
sınıflarda uygulanmasının etkin olarak yapılabilmesi için öğrenme ortamlarının
fiziksel ve sosyal olarak düzenlenmesi, sınıf-içi ve dışı etkileşimlerin
desteklenmesi, hizmet öncesi ve hizmet içi eğitimlerle öğretmenlerin bu sürece
yönelik pedagojik bilgi ve beceriler kazanmalarının sağlanması önerilmektedir.
References
- Alvestad, T. & Sheridan, S. (2015). Preschool teachers' perspectives on planning and documentation in preschool. Early Child Development and Care, 185(3),377-392. 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. Buldu, M. (2010). Making learning visible in kindergarten classrooms: Pedagogical documentation as a formative assessment technique. Teaching and Teacher Education, 26, 1439-1449. Burden, P. R., & Byrd, D. M. (2010). Methods for effective teaching: Meeting the needs of all students (5th Ed.). Boston: Allyn Bacon Bredekamp, S. (2014). Effective practices in early childhood education: building a foundation. 2nd. Ed. Boston: Pearson Bowne, M., Cutler, K., DeBates, D., Gilkerson, D., & Stremmel, A. (2010). Pedagogical documentation and collaborative dialogue as tool of inquiry for pre-service teachers in early childhood education: An exploratory narrative. Journal of the Scholarship of Teaching and Learning, 10 (2), 48- 59. Cadwell, L. B. (1997). Bringing Reggio Emilia home: An innovative approach to early childhood education. New York: Teachers College Press. Christensen, L.B., Johnson, R.B. & Turner, L.A. (2015). Araştırma yöntemleri desen ve analiz. (Çev. Ed. A. Aypay), Ankara: Anı Yayınevi. Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, New Jersey: Pearson Education, Inc. Creswell, J. W. (2013). Qualitative Inquiry and Research Design Choosing Among Five Approaches 3rd Ed. Los Angeles, CA: SAGE. Dahlberg, G., Moss, P. & Pence, A. (2006). Beyond quality in child care and education: Postmodern perspectives. 2nd ed. London: Falmer Press. Dahlberg, G. (2012). Pedagogical documentation: A practice for negotiation and democracy. In C.P. Edwards, L. Gandini, & G. Forman (Eds.) The Hundred languages of children: The Reggio Emilia experience in transformation (3rd ed., ss. 273-291). Santa Barbara, CA: Praeger. Denzin, Norman K. (1978). The Research Act. A Theoretical Introduction to Sociological Methods. 2. ed. New York: McGraw-Hill. Dey, I. (1993). Qualitative data analysis: A user friendly guide for social scientists. London: Routledge. Dowling, M. (2014). Young children’s personal, social and emotional development. 4th Ed. Los Angeles, CA: SAGE. Emilson, A., & Samuelsson, I. P. (2014) Documentation and communication in Swedish preschools. Early Years: An International Research Journal, 34:2,175-187. DOI: 10.1080/09575146.2014.880664 Fleck, B. B., Leichtman, M. D., Pillemer, D. B., & Shanteler, L. (2013). The effects of documentation on young children's memory. Early Childhood Research Quarterly, 28(3), 568-577. Fraser, S., & Gestwicki, C. (2002). Authentic childhood: Exploring Reggio Emilia in the classroom. Albany, NY: Delmar/Thomson Learning. Fyfe, B. (2012). The relationship between documentation and assessment. In C.P. Edwards, L. Gandini, & G. Forman (Eds.) The Hundred languages of children: The Reggio Emilia experience in transformation (3rd ed., ss. 273-291). Santa Barbara, CA: Praeger. Gandini, L., & Kaminsky, J. A. (2004). Reflections on the relationship between documentation and assessment in the American context: An interview with Brenda Fyfe. Innovations in Early Education: The International Reggio Exchange, 11(11), 5–17. Goldhaber, J., & Smith, D. (1997). You Look at Things Differently: The Role of Documentation in the Professional Development of a Campus Child Care Center Staff. Early Childhood Education Journal. 25(1), 3-10. Grieshaber, S., & Hatch, J. A. (2003). Child observation and pedagogical documentation as effects of globalization. Journal of Curriculum Theorizing, 19(1), 89-102. Katz, L. G., & Chard, S. C. (1996). The contribution of documentation to the quality of early childhood education. ED 393608.19 Temmuz 2017 tarihinde www.ericdigests.org/1996-4/quality.htm adresinden erişilimiştir. Katz, L. G. (1999). Another look at what young children should be learning. 19 Temmuz 2017 tarihinde http://ceep.crc.uiuc.edu/eecearchive/digests/1999/katzle99.pdf adresinden erişilmiştir. Kinney, L., & Wharton, P. (2008). An encounter with Reggio Emilia: Children's early learning made visible. London: Taylor and Francis. Kline, L. (2008). Documentation panel: The “making learning visible” project. Journal of Early Childhood Teacher Education, 29, 70-80. Knauf, H. (2015). Styles of documentation in German early childhood education. Early Years, 35(3), 232–248. doi: 10.1080/09575146.2015.1011066 Liebovich, B. (2000). Children's self-assessment. In D. Rothenberg (Ed.), In Issues in early childhood education: curriculum, teacher education, & dissemination of information (ss.237-244). Champaign, IL: Early Childhood and Parenting Collaborative. Lincoln, Y. & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: SAGE Malaguzzi, L (1998). History, ideas and basic philosophy: an interview with Lella Gandini. In. C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach to early childhood education (3rd ed., ss. 41-89). Westport, CT: Ablex. Mashburn, A.J., Justice, L .M., Downer, J. T. & Pianta, R. C. (2009). Peer effects on children’s language achievement during pre-kindergarten. Child Development, 80(3), 686-702. MacDonald, M. (2007). Toward formative assessment: the use of pedagogical documentation in early elementary classrooms. Early Childhood Research Quarterly, 22, 232-242. McLellan, S. (2010). Pedagogical documentation as research in early mathematics. The Alberta Journal of Educational Research, 56 (1), 99- 101. Merriam, S. B. (2009). Qualitative research: A guide to design and implementation, 2nd Ed. San Francisco, CA: John Wiley & Sons. NAEYC. (2009). NAEYC Standards for Early Childhood Professional Preparation Programs. 27 Temmuz 2017 tarihinde https://www.naeyc.org/files/naeyc/file/positions/ProfPrepStandards09.pdf adresinden erişilmiştir. Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of educational research, 62(3), 307-332. Patton, M. Q. (1990) Qualitative evaluation and research methods. 2nd ed. Newbury Park, CA: Sage Patton, M. Q. (2014), Qualitative Research & Evaluation Methods Integrating Theory and Practice, 4th Ed. Thousand Oaks, CA: Sage Quinn S. & Schwartz, K. (2011). Preservice teachers’ perceptions of pedagogic documentation techniques in early childhood teacher preparation. Journal of Early Childhood Teacher Education, 32(1), 39-54. Reynolds, B. & Duff, K. (2016). Families’ perceptions of early childhood educators’ fostering conversations and connections by sharing children's learning through pedagogical documentation. Education 3-13, 44 (1), 93-100. DOI: 10.1080/03004279.2015.1092457 Rinaldi, C. (1998). Projected curriculum constructed through documentation: Progettazione. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach—Advanced reflections (2nd ed., ss. 113–126). Westport, CT: Ablex. Rinaldi, C. (2001). Documentation and assessment: What is the relationship? In C. Giudici, C. Rinaldi, & M. Krechevsky (Eds.) Making learning visible: Children as individual and group learners (ss.78-90). Reggio Emilia, Italy: Reggio Children. Rinaldi, C. (2006). In Dialogue with Reggio Emilia: listening, researching and learning. New York: Routledge. Rinaldi, C. (2012). The Pedagogy of listening: the listening perspective from Reggio Emilia. In C.P. Edwards, L. Gandini, & G. Forman (Eds.) The Hundred Languages of Children: The Reggio Emilia Approach in Transformation,3rd ed., (ss. 233–246). Santa Barbara, CA: Praeger. Rintakorpi, K, Lipponen, L & Reunamo, J. (2014). Documenting with parents and toddlers: a Finnish case study. Early years: an international journal of research and development, 34(2), 188–197. DOI: 10.1080/09575146.2014.903233 Rintakorpi, K. & Reunamo, J. (2016). Pedagogical documentation and its relation to everyday activities in early years. Early Child Development and Care, 187(11), 1611-162. Saldana, J. (2016). The coding manual for qualitative researchers. 3rd Ed. Los Angeles, CA: Sage. Schonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighborhoods: The science of early childhood development. Washington, DC: The National Academies Press Seitz, H. (2008). The power of documentation in the early childhood classroom. YC Young Children, 63(2), 88. Stacey, S. (2015). Pedagogical documentation in early childhood: sharing children's learning and teachers' thinking. St. Paul, MN: Redleaf Press. Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. 2nd Ed. Thousand Oaks, CA: Sage Stetsenko, A., & Vianna, E. (2009). Overcoming the gap between theory and practice in research on teaching, learning and development: Lessons from Vygotskian project. In Handbook of Child Development and Early Education (ss. 38-54). New York: Guilford Press. Taylor, S. J., Bogdan, R. & DeVault, M. L. (2015). Introduction to qualitative research methods: a guidebook and resource. New York, Wiley. Thompson, R. A., & Goodman, M. (2009). Development of self, relationships, and socioemotional competence: Foundations for early school success. In O. A. Barbarin & B. Wasik (Eds.), Handbook of child development and early education: Research to practice (ss. 147-171). New York: Guilford. Thornton, L., & Brunton, P. (2009). Understanding the Reggio Emilia Approach: Early years education in practice(2nd.) New York, NY: Routledge. Turner, T. & Wilson, D. (2010). Reflections on documentation: A discussion with thought leaders from Reggio Emilia. Theory into Practice, 49, 5-13. Vallberg Roth, A. C., & Månsson, A. (2011). Individual development plans from a critical didactic perspective: Focusing on Montessori- and Reggio Emilia-profiled preschools in Sweden. Journal of Early Childhood Research, 9(3) 247–261.
Year 2018,
Volume: 17 Issue: 3, 0 - 0, 31.07.2019
Abstract
References
- Alvestad, T. & Sheridan, S. (2015). Preschool teachers' perspectives on planning and documentation in preschool. Early Child Development and Care, 185(3),377-392. 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. Buldu, M. (2010). Making learning visible in kindergarten classrooms: Pedagogical documentation as a formative assessment technique. Teaching and Teacher Education, 26, 1439-1449. Burden, P. R., & Byrd, D. M. (2010). Methods for effective teaching: Meeting the needs of all students (5th Ed.). Boston: Allyn Bacon Bredekamp, S. (2014). Effective practices in early childhood education: building a foundation. 2nd. Ed. Boston: Pearson Bowne, M., Cutler, K., DeBates, D., Gilkerson, D., & Stremmel, A. (2010). Pedagogical documentation and collaborative dialogue as tool of inquiry for pre-service teachers in early childhood education: An exploratory narrative. Journal of the Scholarship of Teaching and Learning, 10 (2), 48- 59. Cadwell, L. B. (1997). Bringing Reggio Emilia home: An innovative approach to early childhood education. New York: Teachers College Press. Christensen, L.B., Johnson, R.B. & Turner, L.A. (2015). Araştırma yöntemleri desen ve analiz. (Çev. Ed. A. Aypay), Ankara: Anı Yayınevi. Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, New Jersey: Pearson Education, Inc. Creswell, J. W. (2013). Qualitative Inquiry and Research Design Choosing Among Five Approaches 3rd Ed. Los Angeles, CA: SAGE. Dahlberg, G., Moss, P. & Pence, A. (2006). Beyond quality in child care and education: Postmodern perspectives. 2nd ed. London: Falmer Press. Dahlberg, G. (2012). Pedagogical documentation: A practice for negotiation and democracy. In C.P. Edwards, L. Gandini, & G. Forman (Eds.) The Hundred languages of children: The Reggio Emilia experience in transformation (3rd ed., ss. 273-291). Santa Barbara, CA: Praeger. Denzin, Norman K. (1978). The Research Act. A Theoretical Introduction to Sociological Methods. 2. ed. New York: McGraw-Hill. Dey, I. (1993). Qualitative data analysis: A user friendly guide for social scientists. London: Routledge. Dowling, M. (2014). Young children’s personal, social and emotional development. 4th Ed. Los Angeles, CA: SAGE. Emilson, A., & Samuelsson, I. P. (2014) Documentation and communication in Swedish preschools. Early Years: An International Research Journal, 34:2,175-187. DOI: 10.1080/09575146.2014.880664 Fleck, B. B., Leichtman, M. D., Pillemer, D. B., & Shanteler, L. (2013). The effects of documentation on young children's memory. Early Childhood Research Quarterly, 28(3), 568-577. Fraser, S., & Gestwicki, C. (2002). Authentic childhood: Exploring Reggio Emilia in the classroom. Albany, NY: Delmar/Thomson Learning. Fyfe, B. (2012). The relationship between documentation and assessment. In C.P. Edwards, L. Gandini, & G. Forman (Eds.) The Hundred languages of children: The Reggio Emilia experience in transformation (3rd ed., ss. 273-291). Santa Barbara, CA: Praeger. Gandini, L., & Kaminsky, J. A. (2004). Reflections on the relationship between documentation and assessment in the American context: An interview with Brenda Fyfe. Innovations in Early Education: The International Reggio Exchange, 11(11), 5–17. Goldhaber, J., & Smith, D. (1997). You Look at Things Differently: The Role of Documentation in the Professional Development of a Campus Child Care Center Staff. Early Childhood Education Journal. 25(1), 3-10. Grieshaber, S., & Hatch, J. A. (2003). Child observation and pedagogical documentation as effects of globalization. Journal of Curriculum Theorizing, 19(1), 89-102. Katz, L. G., & Chard, S. C. (1996). The contribution of documentation to the quality of early childhood education. ED 393608.19 Temmuz 2017 tarihinde www.ericdigests.org/1996-4/quality.htm adresinden erişilimiştir. Katz, L. G. (1999). Another look at what young children should be learning. 19 Temmuz 2017 tarihinde http://ceep.crc.uiuc.edu/eecearchive/digests/1999/katzle99.pdf adresinden erişilmiştir. Kinney, L., & Wharton, P. (2008). An encounter with Reggio Emilia: Children's early learning made visible. London: Taylor and Francis. Kline, L. (2008). Documentation panel: The “making learning visible” project. Journal of Early Childhood Teacher Education, 29, 70-80. Knauf, H. (2015). Styles of documentation in German early childhood education. Early Years, 35(3), 232–248. doi: 10.1080/09575146.2015.1011066 Liebovich, B. (2000). Children's self-assessment. In D. Rothenberg (Ed.), In Issues in early childhood education: curriculum, teacher education, & dissemination of information (ss.237-244). Champaign, IL: Early Childhood and Parenting Collaborative. Lincoln, Y. & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: SAGE Malaguzzi, L (1998). History, ideas and basic philosophy: an interview with Lella Gandini. In. C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach to early childhood education (3rd ed., ss. 41-89). Westport, CT: Ablex. Mashburn, A.J., Justice, L .M., Downer, J. T. & Pianta, R. C. (2009). Peer effects on children’s language achievement during pre-kindergarten. Child Development, 80(3), 686-702. MacDonald, M. (2007). Toward formative assessment: the use of pedagogical documentation in early elementary classrooms. Early Childhood Research Quarterly, 22, 232-242. McLellan, S. (2010). Pedagogical documentation as research in early mathematics. The Alberta Journal of Educational Research, 56 (1), 99- 101. Merriam, S. B. (2009). Qualitative research: A guide to design and implementation, 2nd Ed. San Francisco, CA: John Wiley & Sons. NAEYC. (2009). NAEYC Standards for Early Childhood Professional Preparation Programs. 27 Temmuz 2017 tarihinde https://www.naeyc.org/files/naeyc/file/positions/ProfPrepStandards09.pdf adresinden erişilmiştir. Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of educational research, 62(3), 307-332. Patton, M. Q. (1990) Qualitative evaluation and research methods. 2nd ed. Newbury Park, CA: Sage Patton, M. Q. (2014), Qualitative Research & Evaluation Methods Integrating Theory and Practice, 4th Ed. Thousand Oaks, CA: Sage Quinn S. & Schwartz, K. (2011). Preservice teachers’ perceptions of pedagogic documentation techniques in early childhood teacher preparation. Journal of Early Childhood Teacher Education, 32(1), 39-54. Reynolds, B. & Duff, K. (2016). Families’ perceptions of early childhood educators’ fostering conversations and connections by sharing children's learning through pedagogical documentation. Education 3-13, 44 (1), 93-100. DOI: 10.1080/03004279.2015.1092457 Rinaldi, C. (1998). Projected curriculum constructed through documentation: Progettazione. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach—Advanced reflections (2nd ed., ss. 113–126). Westport, CT: Ablex. Rinaldi, C. (2001). Documentation and assessment: What is the relationship? In C. Giudici, C. Rinaldi, & M. Krechevsky (Eds.) Making learning visible: Children as individual and group learners (ss.78-90). Reggio Emilia, Italy: Reggio Children. Rinaldi, C. (2006). In Dialogue with Reggio Emilia: listening, researching and learning. New York: Routledge. Rinaldi, C. (2012). The Pedagogy of listening: the listening perspective from Reggio Emilia. In C.P. Edwards, L. Gandini, & G. Forman (Eds.) The Hundred Languages of Children: The Reggio Emilia Approach in Transformation,3rd ed., (ss. 233–246). Santa Barbara, CA: Praeger. Rintakorpi, K, Lipponen, L & Reunamo, J. (2014). Documenting with parents and toddlers: a Finnish case study. Early years: an international journal of research and development, 34(2), 188–197. DOI: 10.1080/09575146.2014.903233 Rintakorpi, K. & Reunamo, J. (2016). Pedagogical documentation and its relation to everyday activities in early years. Early Child Development and Care, 187(11), 1611-162. Saldana, J. (2016). The coding manual for qualitative researchers. 3rd Ed. Los Angeles, CA: Sage. Schonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighborhoods: The science of early childhood development. Washington, DC: The National Academies Press Seitz, H. (2008). The power of documentation in the early childhood classroom. YC Young Children, 63(2), 88. Stacey, S. (2015). Pedagogical documentation in early childhood: sharing children's learning and teachers' thinking. St. Paul, MN: Redleaf Press. Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. 2nd Ed. Thousand Oaks, CA: Sage Stetsenko, A., & Vianna, E. (2009). Overcoming the gap between theory and practice in research on teaching, learning and development: Lessons from Vygotskian project. In Handbook of Child Development and Early Education (ss. 38-54). New York: Guilford Press. Taylor, S. J., Bogdan, R. & DeVault, M. L. (2015). Introduction to qualitative research methods: a guidebook and resource. New York, Wiley. Thompson, R. A., & Goodman, M. (2009). Development of self, relationships, and socioemotional competence: Foundations for early school success. In O. A. Barbarin & B. Wasik (Eds.), Handbook of child development and early education: Research to practice (ss. 147-171). New York: Guilford. Thornton, L., & Brunton, P. (2009). Understanding the Reggio Emilia Approach: Early years education in practice(2nd.) New York, NY: Routledge. Turner, T. & Wilson, D. (2010). Reflections on documentation: A discussion with thought leaders from Reggio Emilia. Theory into Practice, 49, 5-13. Vallberg Roth, A. C., & Månsson, A. (2011). Individual development plans from a critical didactic perspective: Focusing on Montessori- and Reggio Emilia-profiled preschools in Sweden. Journal of Early Childhood Research, 9(3) 247–261.
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Details
| Primary Language | Turkish |
|---|---|
| Journal Section | Araştırma Articlesi |
| Authors | |
| Publication Date | July 31, 2019 |
| Published in Issue | Year 2018 Volume: 17 Issue: 3 |