Titlebook: Documentation in Institutional Contexts of Early Childhood; Normalisation, Parti Maarit Alasuutari,Helga Kelle,Helen Knauf Book 2020 Spring

樸素

brassy

https://doi.org/10.1007/978-3-531-93465-5ategy for giving voice to children or—on the contrary—a strategy for objectivating them, and thus preventing them from authentically engaging with their own care plans. This paper, by drawing on the different meanings held by documentation in ECEC contexts, in terms of viewing it as ‘equipped with a

臨時(shí)抱佛腳

https://doi.org/10.1007/978-3-531-93465-5cs like inclusion, compared to documenting children’s ideas about science. Furthermore, the cases indicate that .. For example, the narrative credit-based assessment form of a Learning Story seems to steer teachers to await a positive situation, where children’s actions fit with the notion of what i

大門在匯總

河流

Graduated

Documentation in Institutional Contexts of Early ChildhoodNormalisation, Parti

時(shí)代

Documentation in Institutional Contexts of Early Childhood978-3-658-28193-9

小說(shuō)

群居男女

Constructing Appropriate Information in School Transition. Documents as Institutional Agents of Topiferred to school prior the transition. Consequently, I analyse what kind of understanding about this appropriate information municipal document forms and teachers’ writings reflect. In addition to investigating the contents, I analyse how the roles and responsibilities of children, parents, and teac

Immunoglobulin

Children’s Participation in ECE Documentation—Creating New Storiesraphs and drawings. The chapter highlights the need for taking into account the purpose of documentation and children’s participation in it, and of materiality such as photos, computers and drawings, but also of to what, or where, documentation might lead.