Reflections on Documentation: A Discussion With Thought Leaders From Reggio Emilia

Abstract

This article presents the voices of three central thinkers in the documentation movement in a round-table discussion that explores the key questions regarding the definition of documentation, common misunderstandings of the strategy, lessons that have emerged over decades of documenting in various contexts, and puzzles that are emerging for the future of the practice. The discussion reminds the reader that documentation is not just a teaching tool, but a pedagogical philosophy of knowing and valuing children. Engaging in documentation can challenge one's conceptions of teaching and learning, including what it means to authentically search for meaning, and to rethink notions of public versus private knowledge. Through the interpretation of images and words, documenting can create political and epistemological shifts away from traditional teaching approaches. Schools that are open to becoming a source for change and connection within a community are considered fertile contexts for exploring documentation.

Notes

1. A provocation refers to the moment when teachers introduce a new element, carefully chosen to entice children into further inquiry, or to revisit so that the learner may revise their current theories. Provocations take many forms: questions, variations on experiences, or the introduction of new materials. Provocations can also come from a child.

2. The references cited in this article include more extensive examples of how documentation can support student learning in the municipal preschools and infant-toddler centers in Reggio Emilia.

3. Plurality of thought refers to the idea that each individual has a unique perspective, one that needs to be valued and protected through dialog and exchange with other perspectives. Schools can protect individual perspectives by creating a culture where multiple perspectives are not only recognized, but indeed needed to build a culture and to have an educational experience.

4. For further details about the theater curtain project, see Vecchi (2002).

5. Additional information about the Burri exhibit can be read in Vecchi, Reggio Children, Giudici, Grasselli, and Morrow, 2004.

6. Additional details about the Dialogues with Places project can be found in Reggio Children (2008).