Documentation in early childhood education is typically seen as a means to enhance the quality of care and education, and as a way to take account of the childâs view.
Assessment and Documentation in Early Childhood Education considers the increasing trend towards systematic child documentation especially in early childhood institutions. The authors present ways in which assessment and evaluation is done sometimes explicitly but more often implicitly in these practices, and explore its means, aims, forms, and functions. They also examine the rationalities of child documentation from the perspective of professional practice and professionalism and suggest that documentation and assessment practices can weaken and constrain but also empower and strengthen teachers, children and parents. Topics explored include:
- Different forms of documentation and assessment
- Documentation and listening to the children
- Dilemmas of assessment and documentation
- Participation by children
- Involvement of parents
This timely book will be appealing for those studying in the field of early childhood education, teacher education, special education, general education, social work, counselling, psychology, sociology, childhood studies, and family studies.
Table of Contents
1. Introduction I A VIEW ON CURRICULA, DIDAKTIK AND TEACHERS 2. Assessment and documentation in the ECE curriculum â a focus on the Nordic tradition 3. Different forms of documentation and assessment in ECE 4. Teachers in intensified assessment and documentation practices â a didaktik approach II AUDITING THE CHILD 5. Documentation and listening to the children 6. The ânormalâ child III PARENTHOOD ON FOCUS 7. The governance and the pedagogicalization of parents 8. Parenthood between offline and online â about assessment and documentation IV CONCLUSION 9. Dilemmas of assessment and documentation
Maarit Alasuutari is Professor of Social Work (FT) at the University of JyvĂ€skylĂ€, Finland.
Ann-Marie MarkstrĂ¶m is Associate Professor in Education at LinkĂ¶ping University, Sweden.
Ann-Christine Vallberg-Roth is Professor of Early Childhood Education in the Centre for Profession Studies (CPS) at the University of MalmĂ¶, Sweden.
'Chapter 4 is particularly enlightening in the way it supports the Early Years Foundation Stage aim to reduce unnecessary paperwork, and because it values a 'quality not quantity' approach by looking deeply into the purposes for assessment and documentation in the early years.' - Early Years Educator Magazine