Inviting inquiry on pedagogical documentation in Singapore: perspectives of parents and teachers.
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| Title: | Inviting inquiry on pedagogical documentation in Singapore: perspectives of parents and teachers. |
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| Authors: | Chng, Angela1 email.angelachng@gmail.com, Waniganayake, Manjula1, Andrews, Rebecca1 |
| Source: | European Early Childhood Education Research Journal. Apr2022, Vol. 30 Issue 2, p296-308. 13p. |
| Subject Terms: | *Documentation, *Educational accountability, *Parent attitudes, *Teacher attitudes |
| Geographic Terms: | Singapore |
| Abstract: | Pedagogical documentation within early childhood centres is a key component of pedagogy and teacher accountability. In Singapore, documentation is a requirement specified under legislative policies included in the national Pre-school Accreditation Framework, with parents often perceived as the main audience. This paper reports on a study utilising Rogoff's observation on social cultural activities to focus on the interconnectedness between children, parents and teachers as stakeholders in the early childhood sector. An electronic survey was used to ascertain parents' perspectives on documentation of their child's learning and development. Analysis of this data was shared in five individual teacher interviews to explore responses to the parents' perspectives. Findings of this study affirmed that documentation varied as a process and a product of pedagogy in early childhood centres. Within a climate of assessment and accountability, these findings invite inquiry and offer possibilities for professional learning on improving pedagogical documentation across the sector. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Pedagogical documentation within early childhood centres is a key component of pedagogy and teacher accountability. In Singapore, documentation is a requirement specified under legislative policies included in the national Pre-school Accreditation Framework, with parents often perceived as the main audience. This paper reports on a study utilising Rogoff's observation on social cultural activities to focus on the interconnectedness between children, parents and teachers as stakeholders in the early childhood sector. An electronic survey was used to ascertain parents' perspectives on documentation of their child's learning and development. Analysis of this data was shared in five individual teacher interviews to explore responses to the parents' perspectives. Findings of this study affirmed that documentation varied as a process and a product of pedagogy in early childhood centres. Within a climate of assessment and accountability, these findings invite inquiry and offer possibilities for professional learning on improving pedagogical documentation across the sector. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 1350293X |
| DOI: | 10.1080/1350293X.2022.2046837 |
