The role of documentation, as understood by the early childhood educators of the municipal early childhood centers in Reggio Emilia, Italy, is an emergent topic of research in the field of Early Childhood Education. However, despite the role of documentation as a child-centered learning methodology, the child's voice in the research literature on documentation in the classroom is noticeably absent. This paper looked at documentation and assessment in the preschool classroom from the child's perspective. This paper aimed to answer the question of what the connection is between documentation and assessment in the preschool classroom, and how children access this connection. Two 6 year old children were interviewed about their experience with documentation in the preschool classroom. The children were be given pieces of artwork and documentation they participated in during their time in preschool and asked a series of questions about their learning and their work. Results showed children to have incomplete memory of these documentation events and to see documentation as exterior to themselves, but to be interested in the passage of time they represented and documentation as a tool for the assessment of past and present selves.
|Advisor:||Kroll, Linda, Shimpi, Priya|
|Department:||School of Education|
|School Location:||United States -- California|
|Source:||MAI 50/06M, Masters Abstracts International|
|Subjects:||Early childhood education|
|Keywords:||Assessment, Child-interview, Documentation, Preschool, Reggio Emilia|
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