1,537
Views
4
CrossRef citations to date
0
Altmetric
Articles

The children’s voice – how do children participate in analog and digital portfolios?

ORCID Icon &

References

  • Alasuutari, Maarit. 2014. “Voicing the Child? A Case Study in Finnish Early Childhood Education.” Childhood (Copenhagen, Denmark) 21 (2): 242–259. doi:https://doi.org/10.1177/0907568213490205.
  • Alasuutari, Maarit, and Helga Kelle. 2015. “Documentation in Childhood.” Children and Society, April 6, 2015. doi:https://doi.org/10.1111/chso.12119.
  • Bayerisches Staatsministerium für Arbeit und Sozialordnung Familie und Frauen und Staatsinstitut für Frühpädagogik [Bavarian State Ministry of Labour and Social Affairs and State Institute for Early Education]. 2016. Der Bayerische Bildungs- und Erziehungsplan für Kinder in Tageseinrichtungen bis zur Einschulung [The Bavarian Plan for the Education and Upbringing of Children in Ece]. Berlin: Cornelsen.
  • Beranek, Angelika, Burkhard Hill, and Juliane Sagebiel. 2019. “Digitalisierung und Soziale Arbeit – ein Diskursüberblick.” Soziale Passagen 11 (2): 225–242.
  • Biffi, Elisabetta. 2019. “Pedagogocal Documentation as a Shared Experience of Understanding Childhood.” In Understanding Pedagogic Documentation in Early Childhood Education, edited by Joao Formosinho, and Jan Peeters, 67–79. London: Routledge.
  • Boardman, Margot. 2007. “‘I Know How Much This Child Has Learned. I Have Proof!’ Employing Digital Technologies for Documentation Processesin Kindergarten.” Australasian Journal of Early Childhood 32 (3): 59–66.
  • Breuer, Friedrich. 2010. Reflexive Grounded Theory. Wiesbaden: VS Verlag.
  • Carr, Margaret, Carolyn Jones, and Wendy Lee. 2005. “Beyond Listening: Can Assessment Practice Play a Part?” In Beyond Listening: Children’s Perspectives on Early Childhood Services, edited by Alison Clark, Peter Moss, and Anne Trine Kjorholt, 129–150. Portland: Policy Press.
  • Clark, Alison. 2005. “Listening to and Involving Young Children: A Review of Research and Practice.” Early Child Development and Care 175 (6): 489–505.
  • Dahlberg, Gunilla, Peter Moss, and Alan Pence. 2007. Beyond Quality in Early Childhood Education and Care. Langiages of Evaluation. Milton Park: Taylor & Francis.
  • De Sousa, Joana. 2019. “Pedagogical Documentation: The Search for Children’s Voice and Agency.” European Early Childhood Education Research Journal 27 (3): 371–384.
  • Elfström Petterson, Katharina. 2015. “Children’s Participation in Preschool Documentation Practices.” Childhood (Copenhagen, Denmark) 22 (2): 231–247.
  • Formosinho, Julia. 2016. “Pedagogic Documentation. Uncovering Solidary Learning.” In Assessment and Evaluation for Transformation in Early Childhood, edited by Julia Formosinho, and Christine Pascal, 107–128. London: Routledge.
  • Hansen, Rüdiger, Raingard Knauer, and Benedikt Sturzenhecker. 2011. Partizipation in Kindertageseinrichtungen. So gelingt Demokratiebildung mit Kindern [Participation in Early Childhood Centres. This is How Democracy Education with Children Succeeds]. Weimar and Berlin: Verlag das Netz.
  • Hjarvard, Stig. 2008. “The Mediatization of Society.” Nordicom Review 29 (2): 105–134.
  • James, Karen, and Chris Cane. 2009. “Giving Children a Voice by Using ICT.” In The Really Usefull Book of ICT in the Early Years, edited by Harriet Price, 53–68. Milton Park: Routledge.
  • Kelle, Helga. 2011. “Schuleingangsuntersuchungen im Spannungsfeld von Individualdiagnostik und Epidemiologie” [School Entrance Examinations in the Area of Conflict between Individual Diagnostics and Epidemiology]. Diskurs Kindheits- und Jugendforschung 3 (January): 247–262.
  • Kelle, Udo, and Susann Kluge. 2010. Vom Einzelfall Zum Typus. Fallvergleich und Fallkontrastierung in der Qualitativen Sozialforschung [From Individual Case to Type. Case Comparison and Case Contrast in Qualitative Social Research]. Wiesbaden: VS Verlag.
  • Knauf, Helen. 2017. “Making an Impression: Portfolios as Instruments of Impression Management for Teachers in Early Childhood Education and Care Centres.” Early Childhood Education Journal 45 (4): 481–491. http://link.springer.com/https://doi.org/10.1007/s10643-016-0791-0.
  • Knauf, Helen. 2019a. “Partizipation von Kindern bei der Bildungsdokumentation” [Participation of Children in Educational Documentation]. Frühe Bildung 8 (1): 37–43.
  • Knauf, Helen. 2019b. “Documentation Strategies: Pedagogical Documentation from the Perspective of Early Childhood Teachers in New Zealand and Germany.” Early Childhood Education Journal 24 (2): 100–109. http://link.springer.com/https://doi.org/10.1007/s10643-019-00979-9.
  • Knauf, Helen. 2020. “Digitalisierung in Kindertageseinrichtungen – Das Beispiel Bildungsdokumentation aus der Perspektive Pädagogischer Fachkräfte in Deutschland und Neuseeland” [Digitisation in Day-care Facilities – The Example of Educational Documentation from the Perspective of Educational Professionals in Germany and New Zealand]. Zeitschrift für Padagogik 2020 (2): 233–250.
  • Koch, Sandra, and Gesine Nebe. 2013. “Wie Das Kind Geschrieben Wird. Lerngeschichten als Inszenierungspraxis in Kindertageseinrichtungen” [How the Child is Written. Learning Stories As Staging Practice in day-Care Facilities]. In Inszenierung und Optimierung des Selbst [Staging and Optimization of the Self], edited by Ralf Mayer, Christiane Tompson, and Michael Wimmer, 111–135. Wiesbaden: Springer. http://link.springer.com/https://doi.org/10.1007/978-3-658-00465-1_6.
  • Komulainen, Sirkka. 2016. “The Ambiguity of the Child’s ‘Voice’ in Social Research.” Childhood (Copenhagen, Denmark) 14 (1): 11–28. http://journals.sagepub.com/doi/https://doi.org/10.1177/0907568207068561.
  • Krotz, Friedrich. 2015. “Mediatisierung” [Mediatisation]. In Handbuch Cultural Studies und Medienanalyse [Handbook Cultural Studies and Media Analysis], edited by Andreas Hepp, Friedrich Krotz, Swantje Lingenberg, and Jeffrey Wimmer, 439–451. Wiesbaden: Springer. http://link.springer.com/https://doi.org/10.1007/978-3-531-19021-1_45.
  • Lansdown, Gerison. 2009. “The Realisation of Children’s Participation Rights: Critical Reflections.” In A Handbook of Children and Young People’s Participation, edited by Barry Percy-Smith, and Nigel Thomas, 11–23. Milton Park, New York: Routledge.
  • Latour, Bruno. 1996. “On Actor-Network Theory: A Few Clarifications.” Soziale Welt 47 (4): 369–381. http://www.jstor.org/stable/40878163.
  • Lindgren, Anne Li. 2012. “Ethical Issues in Pedagogical Documentation: Representations of Children Through Digital Technology.” International Journal of Early Childhood 44 (3): 327–340.
  • Muckel, Petra. 2011. “Die Entwicklung von Kategorien mit der Methode der Grounded Theory.” In Grounded Theory Reader, edited by Günter Mey, und Katja Mruck, 333–352. Wiesbaden: Springer. doi:https://doi.org/10.1007/978-3-531-93318-4_15.
  • Nassehi, Armin. 2019. Muster: Theorie der digitalen Gesellschaft [Patterns: Theory of a digital society]. München: C.H.Beck.
  • Pascal, Christine, and Tony Bertram. 2009. “Listening to Young Citizens: The Struggle to Make Real a Participatory Paradigm in Research with Young Children.” European Early Childhood Education Research Journal 17 (2): 249–262.
  • Rinaldi, Carlina. 2011. “Documentation and Assessment.” In In Dialogue with Reggio Emilia, edited by Carlina Rilanldi, 61–73. London: Routledge.
  • Siraj-Blatchford, Iram. 2009. “Conceptualising Progression in the Pedagogy of Play and Sustained Shared Thinking in Early Childhood Education: A Vygotskian Perspective.” Educational and Child Psychology 26: 77–89.
  • Spyrou, Spyros. 2011. “The Limits of Children’s Voices: From Authenticity to Critical, Reflexive Representation.” Childhood (Copenhagen, Denmark) 18 (2): 151–165. http://journals.sagepub.com/doi/https://doi.org/10.1177/0907568210387834.
  • United Nations. 1989. Convention on the Rights of the Child.
  • Viernickel, Susanne, Iris Nentwig-Gesemann, Katharina Nicolai, Stefanie Schwarz, and Luise Zenker. 2013. Schlüssel zu guter Bildung, Erziehung und Betreuung [Key to Good Education, Upbringing and Care]. Edited by Diakonie Der Paritätische and Gewerkschaft Erziehung, und Wissenschaft. Berlin: Alice Salomon Hochschule.

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.