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Chapter 9
  1. How can pedagogical documentation be a learning process?
     1. Check your understanding
     2. Extend your understanding
     3. Apply your understanding
  2. How do teachers learn to document, and what does pedagogical documentation look like in classrooms?
     1. Check your understanding
     2. Extend your understanding
     3. Apply your understanding
  3. How does pedagogical documentation challenge the dominant discourse?
     1. Check your understanding
     2. Extend your understanding
     3. Apply your understanding
  Resources
Chapter 10

Resources

1. The following resources describe the processes used in pedagogical narration with examples: Berger, I. (2015), ‘Pedagogical Narrations and Leadership in Early Childhood Education as Thinking in Moments of not Knowing,’ Journal of Childhood Studies, 40(1): 130-147.

2. The following resources describe how to create learning stories and provide examples:

Carr, M., and W. Lee (2012), Learning Stories: Constructing Learner Identities in Early Education, London: SAGE.

Drummond, T. (n.d.). Examples of Learning Stories. Available online: https://tomdrummond.com/looking-closely-at-children/examples/

Ministry of Education (2004). An Introduction to Kei Tua o te Pae. Wellington: Learning Media. 
Available online: http://www.education.govt.nz/assets/Documents/Early-Childhood/Kei-Tua-o-te-Pae/ECEBooklet1Full.pdf

3. The following resources expand on the notion of pedagogical documentation:
Dahlberg, G., P. Moss, and A. Pence (2007), Beyond quality in early childhood education and care. London: Falmer Press. 

Fleet, A., Patterson, C., and J. Robertson (2017), ‘Pedagogical documentation in early years practice: Seeing through multiple perspectives,’ 

Macdonald, M., and A. Sánchez (2010), ‘Provoking Dialogue: Promote a Deeper Understanding of Teaching and Learning Through Images and Documents’, Journal of Childhood Studies, 35(2): 25–30.

Merewether, J. (2018), ‘Listening to Young Children Outdoors with Pedagogical Documentation’, International Journal of Early Years Education, 26:3, 259-277. DOI: 10.1080/09669760.2017.1421525

Wien, C.A. (2011), ‘Learning to Document in Reggio-inspired Education’, Early Childhood Research and Practice, 13(2). Available online: http://ecrp.uiuc.edu/v13n2/wien.html

4. The following resources are general guides to observation: Curtis, D., and M. Carter (2000), The Art of Awareness: How Observation can Transform 
Your Teaching, St. Paul, MN: Redleaf Press.

Martin, S. (2014), Take a Look: Observation and Portfolio Assessment in Early Childhood, Toronto: Pearson.

5. These resources are more general websites and books related to the Reggio Emilia approach:

Caldwell, L.B. (1997), Bringing Reggio Emilia Home: An Innovative Approach to Early Childhood Education, New York, NY: Teachers College Press.

Edwards, C.P. (1993), The Hundred Languages of Children: The Reggio Emilia Approach to Early Childhood Education, New York, NY: Ablex Publishing.

Edwards, C.P., L. Gandini, and G.E. Forman (1998), The Hundred Languages of Children: The Reggio Emilia Approach—Advanced Reflections, New York, NY: Greenwood Publishing. 

Scheinfeld, D., K. Haigh, and S. Scheinfeld (2008), We are Explorers: Learning and Teaching with Reggio Principles in Urban Settings, New York, NY: Teachers College Press.