Documentation as a tool for participation in German early childhood education and care

References

• Alasuutari, Maarit, Ann-Marie Markström, and Ann-Christine Vallberg-Roth. 2014. Assessment and Documentation in Early Childhood Education. London: Routledge.
   Google Scholar
• Appl, Dolores J., Jessica E. Leavitt, and Melissa A. Ryan. 2014. “Parent–Child Portfolios: ‘Look—This Book Is All About Us!’.” Early Childhood Education Journal 42 (3): 191–202. doi:10.1007/s10643-013-0598-1.
   Google Scholar
• Basford, Jo, and Caroline Bath. 2014. “Playing the Assessment Game: An English Early Childhood Education Perspective.” Early Years 34 (2): 119–132. doi:10.1080/09575146.2014.903386.
   Google Scholar
• Bentley, Dana Frantz. 2012. “‘Rights are the Words for Being Fair’: Multicultural Practice in the Early Childhood Classroom.” Early Childhood Education Journal 40 (4): 195–202. doi:10.1007/s10643-011-0492-7.
   Google Scholar
• Birbili, Maria, and Katerina Tzioga. 2014. “Involving Parents in Children's Assessment: Lessons from the Greek Context.” Early Years 34 (2): 161–174. doi:10.1080/09575146.2014.894498.
   Google Scholar
• Bohnsack, Ralf. 2011. Qualitative Bild- und Videointerpretation [Qualitative Analysis of Photos and Videos]. Opladen; Farmington Hills: UTB.
   Google Scholar
• Brunner, Franziska Claudia, Ursula Winklhofer, and Claudia Zinser. 2001. Partizipation - Ein Kinderspiel? [Participation - A Children's Game?]. Edited by Bundesministerium für Familie, Senioren, Frauen und Jugend. München: Deutsches Jugendinstitut.
   Google Scholar
• Carr, Margret. 2001. Assessment in Early Childhood Settings. London: Sage.
   Google Scholar
• Coelen, Thomas W. 2010. “Partizipation und Demokratiebildung in Pädagogischen Institutionen [Participation and Democratic Education in Pedagogical Institutions].” Zeitschrift für Pädagogik 56 (1): 37–52.
   Google Scholar
• Corbin, Juliet M., and Anselm Strauss. 2015. Basics of Qualitative Research. 4 ed. Los Angeles: Sage Publications.
   Google Scholar
• Dahlberg, Gunilla, Peter Moss, and Alan Pence. 2013. Beyond Quality in Early Childhood Education and Care. London: Routledge.
   Google Scholar
• Danner, Stefan. 2012. “Partizipation von Kindern in Kindergärten [Children's Participation in Early Childhood].” Aus Politik und Zeitgeschichte 62 (22–24): 40–45. http://www.bpb.de/apuz/136767/partizipation-von-kindern-in-kindergaerten?p=all.
   Google Scholar
• Dewey, John. 1916/2012. Democracy and Education. Los Angeles: Indo-European Publishing.
   Google Scholar
• Dockett, Sue, Emma Kearney, and Bob Perry. 2012. “Recognising Young Children's Understandings and Experiences of Community.” International Journal of Early Childhood 44 (3): 287–305. doi:10.1007/s13158-012-0073-y.
   Google Scholar
• Elschenbroich, Donata, Brigitte Gerhold, Marianne Krug, Christa Preissing, and Miriam Tag. 2008. Das Portfolio Im Kindergarten [The Portfolio in Early Childhood Education]. Edited by Ministerium für Bildung, Familie, Frauen und Kultur des Saarlandes. 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. 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. 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. 1998a. “Negotiated Learning through Design, Documentation, and Discourse.” In The Hundred Languages of Children, 239–260. Greenwich: Greenwood Publishing Group.
   Google Scholar
• Forman, George E., and Brenda Fyfe. 1998b. “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 Publishing Corporation.
   Google Scholar
• Francis, Mark, and Ray Lorenzo. 2002. “Seven Realms of Children's Participation.” Journal of Environmental Psychology 22 (1–2): 157–169. doi:10.1006/jevp.2001.0248.
   Web of Science ®Google Scholar
• Fthenakis, Wassilios E. 2009. “Bildung neu definieren und hohe Bildungsqualität von Anfang an sichern [Redefining Bildung and Assuring High Quality Right From the Start].” Betrifft Kinder 9 (3): 7–10.
   Google Scholar
• Gandini, Lella, and Jeanne Goldhaber. 2001. “Two Reflections about Documentation.” In Bambini, edited by Lella Gandini, Carolyn Pope Edwards, and Carolyn P. Edwards, 124–145. New York: Teachers College Press.
   Google Scholar
• Goldhaber, Jeanne, and Dee Smith. 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. doi:10.1023/A:1025673629095.
   Google Scholar
• Hart, Roger A. 2013. Children's Participation. London: Routledge.
   Google Scholar
• Helm, Judy Harris, Sallee Beneke, and Kathy Steinheimer. 2007. Windows on Learning. New York: Teachers College Press.
   Google Scholar
• Helm, Judy Harris. 2007. “Documentation.” In Early Childhood Education, edited by Rebecca Staples New and Moncrieff Cochran, 296–300. Westport: 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].” In Bildung Sichtbar Machen, edited by Gewerkschaft Erziehung und Wissenschaft, Norbert Huhn, and Kornelia Schneider, 25–51. Weimar: Verlag das Netz.
   Google Scholar
• Jasmund, Christina, Astrid Krus, Sylvia Siems, Christian Fischer, Karin Böllert, Dagmar Berg-Winkels, and Magdalena Pitsch. 2011. Wissenschaftliche Begleitung der Erprobung der Grundsätze zur Bildungsförderung für Kinder von 0 Bis 10 Jahren in Kindertageseinrichtungen und Schulen im Primarbereich in NRW [Scientific Monitoring of the Testing of the Principles of Promotion of Education for Children from 0 to 10 Years in Early Childhood Education and Care and in Primary Schools in North Rhine-Westphalia]. http://www.bildungsgrundsaetze.nrw.de/fileadmin/dateien/PDF/150911_Auftaktbericht.pdf.
   Google Scholar
• Kellet, Mary. 2005. Children as Active Researchers: A New Research Paradigm for the 21st Century? Southampton: ESRC National Centre for Research Methods.
   Google Scholar
• Knauer, Raingard, and Benedikt Sturzenhecker. 2013. “Demokratische Partizipation in Kindertageseinrichtungen [Democratic Participation in ECEC Centres].” In Soziale Arbeit und Demokratie, edited by Thomas Geisen, Fabian Kessl, Thomas Olk, and Stefan Schnurr, 243–265. Wiesbaden: Springer Fachmedien Wiesbaden. doi:10.1007/978-3-531-94184-4_12.
   Google Scholar
• Knauf, Helen. 2015. “Styles of Documentation in German Early Childhood Education.” Early Years. doi:10.1080/09575146.2015.1011066.
   Web of Science ®Google Scholar
• Knauf, Tassilo, Gislinde Düx, and Daniela Schlüter. 2007. Handbuch Pädagogische Ansätze [Handbook of Pedagogical Approaches]. Berlin: Cornelsen Scriptor.
   Google Scholar
• Kroeger, Janice, and Terri Cardy. 2006. “Documentation: A Hard to Reach Place.” Early Childhood Education Journal 33 (6): 389–398. doi:10.1007/s10643-006-0062-6.
   Google Scholar
• Lansdown, Gerison. 2009. “The Realisation of Children's Participation Rights.” In A Handbook of Children and Young People's Participation, edited by Barry Percy-Smith and Nigel Thomas, 11–23. Critical Reflections. Milton Park: Routledge.
   Google Scholar
• Leu, Hans Rudolf, Katja Fläming, 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
• Miller, Melinda G. 2014. “Productive and Inclusive? How Documentation Concealed Racialising Practices in A Diversity Project.” Early Years 34 (2): 146–160. doi:10.1080/09575146.2014.899998.
   Google Scholar
• OECD. 2011. Starting Strong III. A Quality Toolbox for Early Childhood Education and Care. Paris: OECD Publishing. http://www.oecd.org/edu/school/49325825.pdf.
   Google Scholar
• Percy-Smith, Barry, and Nigel Thomas. 2009. A Handbook of Children and Young People's Participation. Milton Park: Routledge.
   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. doi:10.1080/09575146.2014.897308.
   Google Scholar
• Rinaldi, Carlina. 1995. Observation and Documentation. Reggio Emilia: Reggio Children.
   Google Scholar
• Rinaldi, Carlina. 2006. “Documentation and Research.” In In Dialogue with Reggio Emilia, edited by Carlina Rinaldi, 97–101. London, Routledge.
   Google Scholar
• Rinaldi, Carlina. 2011. “Documentation and Assessment.” In In Dialogue with Reggio Emilia, 78–89. What Is the Realtionship? Reggio Emilia: Routledge.
   Google Scholar
• Schäfer, Gerd E. 2011. Was Ist Frühkindliche Bildung? [What is Early Childhood Education?]. Edited by Gerd E. Schäfer. Weinheim: Beltz Juventa.
   Google Scholar
• Thornton, Linda, and Pat Brunton. 2014. Bringing the Reggio Approach to Your Early Years Practice. London: Routledge.
   Google Scholar
• United Nations. 1989. U.N. Convention on the Rights of the Child.
   Google Scholar
• Vecchi, Vea. 2011. “The Curiosity to Understand.” In Making Learning Visible, edited by Reggio Children Project Zero, 185–212. Reggio Emilia: Reggio Children.
   Google Scholar
• Viernickel, Susanne, and Petra Völkel. 2007. Beobachten und Dokumentieren im pädagogischen Alltag [Observing and Documenting in Everyday Pedagogical Work]. Freiburg: Herder.
   Google Scholar
• Westwood, Joanne, Cath Larkins, Dan Moxon, Yasmin Perry, and Nigel Thomas. 2014. Participation, Citizenship and Intergenerational Relations in Children and Young People's Lives. Edited by Joanne Westwood, Cath Larkins, Dan Moxon, Yasmin Perry, and Nigel Thomas. Basingstoke: Palgrave Macmillan. doi:10.1057/9781137379702.
   Google Scholar
• Woodhead, Martin. 2005. “Early Childhood Development: A Question of Rights.” International Journal of Early Childhood 37 (3): 79–98. doi:10.1007/BF03168347.
   Google Scholar