ABSTRACT

This mixed-method, three-phased study examined four early educators’ experiences in implementing pedagogical documentation. Pedagogical documentation is a collaborative process between adults and children by which concrete examples of an individual child’s thinking are observed, analyzed, interpreted, and then applied to extend the child’s learning. Study results identified three themes, including (a) changes to teaching and learning behaviors, (b) relationship building and, (c) customization of inclusion and individualization. Participants credited pedagogical documentation with facilitating changes to their teaching practices and to how they individualized and included four children with disabilities. They reported that the collaboration and observation components of pedagogical documentation strengthened their relationships with and altered their perspective of the child. The participating early educators also linked positive changes in the child’s learning behaviors to the child’s participation in the process. These findings affirm the utility of pedagogical documentation in supporting early educators’ efforts to include and individualize for young children with disabilities.

摘要

这项混合方法、三阶段的研究考察了四位早期教育工作者在实施教学文件方面的经验。教学记录是成人和儿童之间的协作过程，通过该过程观察、分析、解释个别儿童思维的具体例子，然后将其应用于扩展儿童的学习。研究结果确定了三个主题，包括 (a) 教与学行为的改变，(b) 建立关系，以及 (c) 包容和个性化的定制。参与者认为教学文件有助于改变他们的教学实践以及他们如何个性化并包括四个残疾儿童。他们报告说，教学文件的合作和观察部分加强了他们与孩子的关系并改变了他们对孩子的看法。参与的早期教育工作者还将儿童学习行为的积极变化与儿童参与过程联系起来。这些研究结果证实了教学文献在支持早期教育工作者为残疾幼儿纳入和个性化的努力方面的效用。