3,132
Views
13
CrossRef citations to date
0
Altmetric
Articles

Pedagogical documentation as a lens for examining equality in early childhood education

ORCID Icon &
Pages 77-87 | Received 21 Sep 2016, Accepted 23 Sep 2016, Published online: 14 Oct 2016

References

  • Alasuutari, M., & Karila, K. (2010). Framing the picture of the child. Children & Society, 24, 100–111. doi: 10.1111/j.1099-0860.2008.00209.x
  • Alasuutari, M., Markström, A. M., & Vallberg-Roth, A. C. (2014). Assessment and documentation in early childhood education. Oxon: Routledge.
  • Åmot, I., & Ytterhus, B. (2014). ‘Talking bodies’: Power and counter-power between children and adults in day care. Childhood, 21, 260–273. doi: 10.1177/0907568213490971
  • Carr, M., & Lee, W. (2012). Learning stories: Constructing learner identities in early education. London: Sage.
  • Clark, A. (2005). Young children as protagonists and the role of participatory, visual methods in engaging multiple perspectives. Early Child Development and Care, 175, 489–505. doi: 10.1080/03004430500131288
  • Dahlberg, G., Moss, P., & Pence, A. (2007). Beyond quality in early childhood education and care: Languages of evaluation (2nd ed.). Abingdon: Routledge.
  • Fenech, M. (2011). An analyses of the conceptualisation of ‘quality’ in early childhood education and care empirical research: Promoting ‘blind spots’ as foci for future research. Contemporary Issues in Early Childhood, 12, 102–117. doi: 10.2304/ciec.2011.12.2.102
  • Ferraris, M. (2013). Documentality: Why it is necessary to leave traces. New York: Fordham University Press.
  • Garrick, R., Bath, C., Dunn, K., Maconochie, H., Willis, B., & Wolstenholme, C. 2010. Children’s experiences of the foundation stage. Report RR071, London: DfE.
  • Jordan, B., & Henderson, A. (1995). Interaction analysis: Foundations and practice. The Journal of the Learning Sciences, 4, 39–103. doi: 10.1207/s15327809jls0401_2
  • Kalliala, M., & Pramling, I. (2014). Introduction: Pedagogical documentation. Early Years: An International Research Journal, 34, 116–118. doi: 10.1080/09575146.2014.906135
  • Kumpulainen, K., Lipponen, L., Hilppö, J., & Mikkola, A. (2014). Building on the positive in children’s lives: A co-participatory study on the social construction of children’s sense of agency. Early Child Development and Care, 184, 211–229. doi: 10.1080/03004430.2013.778253
  • Mitchell, C. J. (1984). Typicality and the case study. In R. F. Ellens (Ed.), Ethnographic research: A guide to general conduct (pp. 238–241). New York, NY: Academic Press.
  • Moss, P. (2007). Bringing politics into the nursery: Early childhood education as a democratic practice. European Early Childhood Education Research Journal, 15, 5–20. doi: 10.1080/13502930601046620
  • Moss, P., & Dahlberg, G. (2008). Beyond quality in early childhood education and care – Languages of evaluation. New Zealand Journal of Teachers’ Work, 5, 3–12.
  • Moss, P., Dahlberg, G., & Pence, A. (2000). Getting beyond the problem with quality. European Early Childhood Education Research Journal, 8, 103–115. doi: 10.1080/13502930085208601
  • National Institute for Health and Welfare. (2007). Varhaiskasvatussuunnitelmanperusteet [Curriculum guidelines on early childhood education and care]. Helsinki: National Institute for Health and Welfare.
  • OECD. (2012). Starting strong III – A quality toolbox for early childhood education and care. Paris: OECD.
  • Onnismaa, E.-L. (2010). Lapsi, lapsuus ja perhe varhaiskasvatusasiakirjoissa 1967–1999. [Conceptions of childhood and family in Finnish documents on early childhood education and care (1967–1999)]. Helsingin yliopiston opettajankoulutuslaitoksen tutkimuksia 313.Helsinki: Helsingin yliopisto.
  • Rainio, A. P. (2008). From resistance to involvement: Examining agency and control in a playworld activity. Mind, Culture, and Activity, 15, 115–140. doi: 10.1080/10749030801970494
  • Rintakorpi, K., Lipponen, L., & Reunamo, J. (2014). Documenting with parents and toddlers: A Finnish case study. Early Years: An International Research Journal, 34, 188–197. doi: 10.1080/09575146.2014.903233
  • Rosen, R. (2010). ‘We got our heads together and came up with a plan’: Young children’s perceptions of curriculum development in one Canadian preschool. Journal of Early Childhood Research, 8, 89–108. doi: 10.1177/1476718X09345517
  • Roth, W.M. (2005). Doing qualitative research: Praxis of method. Rotterdam: Sense.
  • Sommer, D., Pramling Samuelsson, I., & Hundeide, K. (2010). Child perspectives and children’s perspectives in theory and practice. Milton Keynes: Springer.
  • Vandenbroeck, M., & Bouverne-De Bie, M. (2006). Children’s agency and educational norms a tensed negotiation. Childhood, 13, 127–143. doi: 10.1177/0907568206059977

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.