THE ADVANTAGES OF PEDAGOGICAL DOCUMENTATION

The process of documentation is a complex one and the steps involved in creating
documentation has had immense benefits for me as a teacher. In the short while since
I started attempting to create pedagogical narrations, I have found myself becoming
increasingly observant and ‘present’ in my class. For instance, rather than viewing
children’s free-play time as a ‘free period’ for me to relax or catch up with other things,
I have began to observe the children more closely. This has given me new insights
into the personalities of the children in my care which makes it easier to have more
positive interactions.

I agree with Atkinson (2012) that in order to properly document a child’s learning
process, we need a shift in priorities. Rather than spend the major part of my time
‘policing’ the children, I now spend the time observing them, reflecting on their actions
and words, and thinking of ways my new-found knowledge about them can be used to
increase their learning. I have found this to be more rewarding and less stressful. It
can be amazing how just observing little children at play can be refreshing and joyous.

Trying to create documentation has made me change my view of myself as an

educator from merely being an imparter of knowledge to a view of myself as a
researcher. This is because documentation involves reflection. When we observe a
child engrossed in a particular activity, we need to reflect on it if we are to properly
document it. We need to create theories about how and why the child is acting the way
he does. Personally I have found, since I started taking these courses, that my work
is more challenging and exciting because I am constantly reflecting on my theories
about why a child decides to act in such a way, and figuring out ways to extend the
child’s learning while testing out my theories. I am able to have more constructive
conversations with the children because I am focusing, not only on what they did, but
why they chose to do it that way. (Foreman & Hall, 2013). I am also able to provide
better scaffolding for the child’s learning.

The advantages of documentation go beyond its advantages for me as an educator.

Documentation is a collaborative process. They must be shared, discussed and
reflected upon with colleagues, with the children themselves, even with their parents
if possible. (Atkinson, 2012). This process of collaboration creates a positive
environment in the school and deepens our understanding. It improves the quality of
interactions between teachers and this enhances teacher’s learning and strengthens
our practice (Mardell B, et al, 2019). It creates an environment which allows for a free
flow of ideas and a generally more collegiate feeling that comes from working together.

REFERENCES

Atkinson, K. (2012). Pedagogical Narration: What’s It All About? An introduction to the process
of using pedagogical narration in Practice, The Early Childhood Educator, Fall 2012

Forman, G., & Hall, E. (2013). Wondering with children: The importance of observation in early
education. LEARNing Landscapes, 7(1), 187-202.

Forman, G., Hall, E. & Berglund, K. (2001). The power of ordinary moments . Child Care
Information Exchange. September, 52-55.

Mardell, B., LeeKeenan, D., Given, H., Robinson, D., Merino, B. & Liu-Constant, Y. (2009).
Zooms: Promoting schoolwide inquiry and improving practice. Voices of practitioners, 11, 1-
15. Update Feb. 11, 2019

Thomas, K (2018). Co-inquiry: My process for growing as a teacher and leader. YC Young
Children, 73(1) 56 -62