Inviting inquiry on pedagogical documentation in Singapore: perspectives of parents and teachers

ABSTRACT

Pedagogical documentation within early childhood centres is a key component of pedagogy and teacher accountability. In Singapore, documentation is a requirement specified under legislative policies included in the national Pre-school Accreditation Framework, with parents often perceived as the main audience. This paper reports on a study utilising Rogoff’s observation on social cultural activities to focus on the interconnectedness between children, parents and teachers as stakeholders in the early childhood sector. An electronic survey was used to ascertain parents’ perspectives on documentation of their child’s learning and development. Analysis of this data was shared in five individual teacher interviews to explore responses to the parents’ perspectives. Findings of this study affirmed that documentation varied as a process and a product of pedagogy in early childhood centres. Within a climate of assessment and accountability, these findings invite inquiry and offer possibilities for professional learning on improving pedagogical documentation across the sector.

KEYWORDS:

• Pedagogical documentation
• Singapore
• accountability
• assessment
• parent perspectives
• teacher reflections

Disclosure statement

No potential conflict of interest was reported by the author(s).