دانلود کتاب Pedagogical Documentation in Early Childhood Education: Process-Oriented Procedures for Documenting Education and Development

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Contents
1 Introduction: Pedagogical Documentation in Early Childhood Education Centres
Abstract
2 Reasons for Documentation in Early Childhood Education Centres
Abstract
2.1 Documentation in Different Early Childhood Approaches
2.1.1 Montessori Education
2.1.2 Waldorf Approach
2.1.3 Situation Approach
2.1.4 Reggio Approach
2.1.5 Documentation in Early Childhood Approaches as Written Observation
2.2 Documentation in the Context of a Social Constructivist Understanding of Education
2.3 Documentation in the Curricula of the German Federal States
2.3.1 Goals of Documentation in the Curricula
2.3.2 View of the Curriculums on the Role of Children in Documentation
2.3.3 Implementation variants in the curriculum: Forms of documentation
2.3.4 Understanding of Observation and Documentation in the Curricula of the German Federal States
2.4 What is Documentation—Approaching a Container Concept
2.4.1 Functions of Documentation
2.4.2 Recipients of Documentation
2.4.3 Diagnostic vs. process-oriented documentation
3 Pedagogical Documentation: Forms and Styles in Pedagogical Practice
Abstract
3.1 Portfolio
3.1.1 Portfolio: An Open Concept of Pedagogical Documentation
3.1.2 Implementation in Germany
3.1.2.1 Contents: Between Freedom and Template
3.1.2.2 Structure
3.1.2.3 Topoi: The Messages Behind the Content
3.1.2.4 Participation
3.1.2.5 Cooperation with Parents: Participants or Addressees
3.1.2.6 Connection/Transition to Elementary School
3.2 Learning Stories
3.2.1 The Concept of Learning Stories: Origin and Further Development
3.2.2 Implementation of Learning Stories in Germany
3.2.2.1 Six Different Types of Learning Stories
3.2.2.2 Characteristics of Learning Stories
3.3 Pedagogical Documentation in Space
3.3.1 Children’s Works and Wall Documentation—From the Wall to the Room
3.3.2 Pedagogical Documentation in Space as a Result of and Influencing Factor for Educational Processes
3.3.2.1 Focus: Group Processes
3.3.2.2 Functions of Pedagogical Documentation in Space
3.3.2.3 Elements of Pedagogical Documentation in Space
3.3.3 Implementation of Pedagogical Documentation in Space
3.3.3.1 Presentation of Products by Children
3.3.3.2 Project and Action Documentation
3.3.3.3 Documentation of Everyday Life
3.3.3.4 From the Wall to the Book
3.3.3.5 Boundaries: Posters and Information
3.3.3.6 Pedagogical Documentation in Space as an Aesthetic Factor
3.4 Project Documentation
3.4.1 Background: Group-Related, Versatile Pedagogical Documentation
3.4.1.1 Projects as a Working Principle
3.4.1.2 Functions of Project Documentation
3.4.2 Implementation
3.5 Digital Pedagogical Documentation
3.5.1 Pedagogical Documentation in the Process of Mediatization
3.5.1.1 Motivation for the Digitalization of Pedagogical Documentation
3.5.1.2 Displacement of the Elements of Pedagogical Documentation
3.5.1.3 Digitally Documented Education as Part of a Process of Mediatization
3.5.2 Implementation of Digital Pedagogical Documentation
3.5.2.1 Digital Portfolio
3.5.2.2 Social Networks
3.5.3 Digital Pedagogical Documentation—The Super Documentation?
3.6 Styles of Documentation: Understanding and Implementation of Pedagogical Documentation at the Level of Individual ECE Centre
3.6.1 Typologization of ECE Centers with Regard to Their Documentation Practice
3.6.2 Four Different Styles of Documentation
3.6.2.1 Documentation Style 1 “Kindergarten Certificate”
3.6.2.2 Documentation Style 2 “Clear Rules”
3.6.2.3 Documentation Style 3 “Professionalism”
3.6.2.4 Documentation Style 4 “Educational Process”
3.6.3 Styles of Documentation as Programmatic Action Practices
4 Conclusion
Abstract
References