Styles of documentation in German early childhood education

References

• Alasuutari, Maarit, Ann-Marie Markström, and Ann-Christine Vallberg-Roth. 2014. Assessment and Documentation in Early Childhood Education. London: Routledge.
   Google Scholar
• Backhaus, Johanna, Andrea Bogatz, and Petra Hanke. 2014. “Bildungsdokumentationen im Übergang von der Kindertageseinrichtung in die Grundschule aus der Perspektive von Erzieherinnen, Erziehern und Grundschullehrkräften – Ergebnisse aus dem Projekt ‘WirKt’.” [Pedagogical documentation in the transition from ECEC centre to primary school from the perspective of educators and primary teachers – findings from the project “Wirkt”.] In Jahrbuch Grundschulforschung [Yearbook of Primary School Research], edited by Bärbel Kopp, Sabine Martschinke, Meike Munser-Kiefer, Michael Haider, Eva-Maria Kurschbock, Gwendo Ranger, and Günter Renner, vol. 17, 106–109. Wiesbaden: Springer Fachmedien. doi:10.1007/978-3-658-04479-4_10.
   Google Scholar
• Bailey, Kenneth D. 1994. Typologies and Taxonomies. London: Sage.
   Google Scholar
• Basford, Jo, and Caroline Bath. 2014. “Playing the Assessment Game: An English Early Childhood Education Perspective.” Early Years 34 (2): 119–132. Routledge. doi:10.1080/09575146.2014.903386.
   Google Scholar
• Becker-Stoll, Fabienne. 2008. “Welche Bildung brauchen Kinder? Zu Den Theoretischen Grundlagen Einer Pädagogik Der Frühen Kindheit – Eine Entwicklungs-Psychologische Perspektive.” [What education do children need? Foundations of Early Childhood Education – the perspective of developmental psychology.] In Bildung Und Kindheit, edited by Werner Thole, Hans-Günther Roßbach, Maria Fölling-Albers, and Rudolf Tippelt, 115–123. Opladen: Barbara Budrich.
   Google Scholar
• Bohnsack, Ralf. 2011. Qualitative Bild- und Videointerpretation [Qualitative interpretation of pictures and videos]. Opladen: UTB.
   Google Scholar
• Böttcher, Wolfgang, Stephan Maykus, André Altermann, and Timm Liesegang. 2014. Individuelle Förderung in der Ganztagsschule [Individual Support in All-Day Elementary Schools]. Münster: Waxmann.
   Google Scholar
• Carr, Margret. 2001. Assessment in Early Childhood Settings. London: Sage.
   Google Scholar
• Corbin, Juliet M., and Anselm Strauss. 2008. Basics of Qualitative Research. London: Sage.
   Google Scholar
• Dahlberg, Gunilla, and Peter Moss. 2013. Beyond Quality in Early Childhood Education and Care: A Practice for Reflection and Democracy. London: Routledge.
   Google Scholar
• Elschenbroich, Donata, Brigitte Gerhold, Marianne Krug, Christa Preissing, and Miriam Tag. 2008. Das Portfolio im Kindergarten [The portfolio in Kindergarten]. Weimar: Verlag das Netz.
   Google Scholar
• Emilson, Anette, and Ingrid Pramling Samuelsson. 2014. “Documentation and Communication in Swedish Preschools.” Early Years 34 (2): 175–187. Routledge. doi:10.1080/09575146.2014.880664.
   Google Scholar
• Falk, Beverly, and Linda Darling-Hammond. 2010. “Documentation and Democratic Education.” Theory Into Practice 49 (1): 72–81. Taylor & Francis Group. doi:10.1080/00405840903436103.
   Web of Science ®Google Scholar
• Flick, Uwe. 2014. An Introduction to Qualitative Research. London: Sage.
   Google Scholar
• Forman, George E, and Brenda Fyfe. 1998. “Negotiated Learning Through Design, Documentation and Discourse.” In The Hundred Languages of Children, edited by Carolyn P. Edwards, Lella Gandini, and George E. Forman, 239–260. Greenwich: Ablex.
   Google Scholar
• Gandini, Lella, and Jeanne Goldhaber. 2001. “Two Reflections About Documentation.” In Bambini, edited by Lella Gandini and Carloyn P. Edwards, 124–145. New York: Educators College Press.
   Google Scholar
• Gandini, Lella, and Judith Allen Kaminsky. 2004. “Reflections on the Relationship Between Documentation and Assessment in the American Context.” Innovations in Early Childhood the International Reggio Exchange 11 (1): 5–17.
   Google Scholar
• Göhlich, Michael, Nicolas Engel, and Thomas Höhne. 2012. “Szenen und Muster.” [Scenes and patterns]. In Feld Und Theorie [Field and Theory], edited by Barbara Friebertshäuser, Helga Kelle, Heike Boller, Sabine Bollig, Christina Huf, Antje Langer, Marion Ott, and Sophia Richter, 153–167. Zur Pädagogischen Ethnographie Von Organisationen Im Kontext Der Grenzüberschreitung. Opladen.
   Google Scholar
• Helm, Judy Harris. 2007. “Documentation.” In Early Childhood Education, edited by Rebecca S. New and Moncrieff Cochran, 296–300. Westport, CT: Praeger.
   Google Scholar
• Huhn, Norbert, and Kornelia Schneider. 2008. Guck mal, was ich mache! – Schau dir an, was ich kann [Look What I am Doing! – See What I Can Do]. Weimar: Verlag das Netz.
   Google Scholar
• Irskens, Beate, ed. 2007. Guck mal [Look!]. Gütersloh: Bertelsmann Stiftung.
   Google Scholar
• Kelle, Udo, and Susann Kluge. 2010. Vom Einzelfall zum Typus. Fallvergleich und Fallkontrastierung in der qualitativen Sozialforschung [From the Individual Case to the Type. Comparing and Contrasting Cases in Qualitative Social Research]. Wiesbaden: VS Verlag.
   Google Scholar
• Knauf, Tassilo. 2012. “Bildungsdokumentation – Last und Lust mit Theorie und Praxis.” [Pedagogical Documentation: Burden and Blessing with Theory and Practice.] Kita Aktuell BW 3: 67–69.
   Google Scholar
• Knauf, Tassilo, Gislinde Düx, and Daniela Schlüter. 2007. Handbuch Pädagogische Ansätze [Handbook of Pedagogical Approaches]. Berlin: Cornelsen Scriptor.
   Google Scholar
• Leu, Hans Rudolf, Katja Flämig, Yvonne Frankenstein, Sandra Koch, Irene Pack, Kornelia Schneider, and Martina Schweiger. 2007. Bildungs- und Lerngeschichten [Educational and Learning Stories]. Weimar: Verlag das Netz.
   Google Scholar
• Mitchell, Claudia. 2011. Doing Visual Research. London: Sage.
   Google Scholar
• OECD. 2011. Starting Strong III – a Quality Toolbox for Early Childhood Education and Care. OECD. http://www.oecd.org/edu/school/49325825.pdf.
   Google Scholar
• Picchio, Mariacristina, Isabella Di Giandomenico, and Tullia Musatti. 2014. “The Use of Documentation in a Participatory System of Evaluation.” Early Years 34 (2): 133–145. Routledge. doi:10.1080/09575146.2014.897308.
   Google Scholar
• Reggio Children, Project Zero. eds. 2011. Making Learning Visible. Vol. 5. Reggio Emilia: Reggio Children.
   Google Scholar
• Richter, Annette, Jenny Velten, and Peter Cloos. 2012. “Prozessorientierte Verfahren der Bildungsdokumentation in inklusiven Settings – Potenziale zur Gestaltung des Übergangs vom Kindergarten in die Grundschule.” [Process-oriented Methods of Pedagogical Documentation in Inclusive Settings – Potentials for Shaping the Transition from Kindergarten to Primary School.] Soziale Passagen 4 (2): 303–307. VS-Verlag. doi:10.1007/s12592-012-0115-1.
   Google Scholar
• Rinaldi, Carlina. 2004. “The Relationship Between Documentation and Assessment.” Innovations in Early Childhood the International Reggio Exchange 11 (1): 1–4.
   Google Scholar
• Rintakorpi, Kati, Lasse Lipponen, and Jyrki Reunamo. 2014. “Documenting with Parents and Toddlers.” Early Years 34 (2): 188–197. Routledge. doi:10.1080/09575146.2014.903233.
   Google Scholar
• Schäfer, Gerd E. 2011. Was Ist Frühkindliche Bildung? [What is Early Childhood Education?]. Weinheim: Beltz Juventa.
   Google Scholar
• Schäfer, Gerd E., and Angelika von der Beek. 2013. Didaktik in der Frühen Kindheit [Didactics in Early Childhood]. Weimar: Verlag das Netz.
   Google Scholar
• Schäffer, Burkhard, Heide von Felden, and Barbara Friebertshäuser. 2007.“Erziehungswissenschaftliche Perspektiven auf das Verhältnis von Bildern und Texten.” [Educational Science Perspectives on the Relationship Between Images and Texts.] In Bild Und Text[Picture and Text], edited by Barbara Friebertshäuser, Heide von Felden, and Burkhard Schäffer, 7–20. Opladen: Barbara Budrich.
   Google Scholar
• Schmidt, Christiane. 2013. ‘Am Material’ [Close to the material]. In Handbuch Qualitative Forschungsmethoden in der Erziehungswissenschaft [Handbook Qualitative Research in Education Science], edited by Barabara Friebertshäuser, Antje Langer, and Annedore Prengel, 4th ed. 544–568. Auswertungstechniken für Leitfadeninterviews. Weinheim: Beltz Juventa.
   Google Scholar
• Seitz, Hilary. 2008. “The Power of Documentation.” Young Children 4: 88–93.
   Google Scholar
• Strätz, Rainer. 2013. “Ziele und Formen von Entwicklungsdokumentation.” [Aims and Forms of Developmental Documentation.] TPS 10: 8–10.
   Google Scholar
• Suárez, Stephanie Cox. 2010. “Show Me Again What I Can Do: Documentation and Self-Determination for Students with Social Challenges.” 49 (1). Dx.Doi.org Taylor & Francis Group: 21–28. doi:10.1080/00405840903435550.
   Web of Science ®Google Scholar
• Thornton, Linda, and Pat Brunton. 2014. Bringing the Reggio Approach to Your Early Years Practice. London: Routledge.
   Google Scholar
• Turner, Terri, and Mara Krechevsky. 2003. “Who Are the Educators? Who are the Learners?” Educational Leadership 60 (7). Educational leadership: 40–43.
   Web of Science ®Google Scholar
• Waller, Tim. 2009. An Introduction to Early Childhood. London: Sage.
   Google Scholar
• Weber, Max. 1980. Wirtschaft und Gesellschaft [Economy and Society]. 5th ed. Edited by Johannes Winkelmann. Tübingen: Mohr.
   Google Scholar
• Yin, Robert K. 2009. Case Study Research. London: Sage.
   Google Scholar