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Tarr, P. (2010). Curiosity, Curriculum and Collaboration Entwined: Reflections on Pedagogical Documentation. Canadian children, 35(2), 10-14.
To help you think about peer review dialogues (adapted from our MA level marking criteria for ped doc):
‘some of the underlying goals that motivate documentation, (are related to) the desire to create new relationships (with) children and their experiences’ (Turner and Wilson, 2010, p. 9). Please could you explain how this work has provoked your thoughts and how this might have helped you to have a new relationship with, or empathy for children and their experiences. For example, how did this documentation help to make young children visible as protagonists?
The learning outcomes for this module are below.
-a detailed knowledge and understanding of key current Early Childhood issues and themes related to pedagogy and practice;
-developed skills in analysis and synthesis of a range of ideas relating to history, philosophy, theory, research and practice in Early Childhood Studies;
-developed skills in evaluating approaches to curriculum, planning and assessment for young children;
-considered a range of key perspectives to teaching practice in the Early Years Foundation Stage (EYFS);
-a critical understanding of the wider ethical, political and social implications of Early Childhood Studies and be able to debate issues in relation to ethical perspectives in early years;
Criteria for the pedagogic documentation in Master’s Level Early Childhood Pedagogy and Practice:
-must be about or relevant with regard to early years pedagogic principles (birth to age 8)
-must be conducted in accordance with the MA ECS ethics of observing children.
-If children were observed and photographs, permission must have been granted and Form C must be submitted with the work on turn-it-in
-must provide commentary and raise questions related to pedagogy with young children
-must be related to one of the learning outcomes for the module (please identify this in your abstract)
-must be fit for purpose with regard to the audience and how the document will be used (please identify this in your abstract)
-must demonstrate that you have at least a ‘good’ understanding of relevant literature
-M level academic literature is found on the reading list for the module (on moodle)
-Engagement with the literature is evidenced by more than just making reference to an idea in connection to your work, but showing (in the case of theory) that you know the details of how the theory was derived, the depth and breadth of the theory, and its broader implications; (in the case of research) that you understand how the findings were determined and you have given consideration to the strengths or weaknesses of the research in relation to the overall body of research in that area.
-This will require that it is clear to the reader of your work that you understand the difference between theories and research. For our purposes, theories are those ideas that are based on a collection of ‘evidence’ and form a position in relation to a concept. Research can have many forms, but it should be specific, and based on a particular method to collect evidence.
-A better than good understandings of the literature are evidenced by your critical engagement with the literature, your use of the literature to raise questions, and possibly your questions about the literature that are raised by your documentation
-Wide reading is desired, but also you must be able to show an engagement with the wider reading, as well as a depth of knowledge regarding the literature. In other words, making reference to 30 sources does not show evidence of engagement with wider reading. The reader of your work must be able to clearly see how you have engaged, and for the highest marks, how you have ‘an authoritative grasp of a very good range of relevant literature and in-depth understanding of concepts and theories demonstrating an integration of relevant literature and analysis’ and how you have used your pedagogic document to engage in an ‘iterative processes of critique, including critical analysis of theory using practice and/ or other theory, and a further critical analysis or the generation of models drawing upon that analysis’.
-must be written in standard English
-serious errors in spelling, grammar, word choice or sentence structure will prevent you from passing
-must be properly referenced
-all ideas that are attributable to others must be cited
-must use consistent style (Harvard style is recommended)
-if you would like to use an alternative style (for example using footnotes) you may do this, but you must be consistent within the document.
-must have a coherent structure – however, this structure may be linear or non-linear/non-standard as Tiziana said: ‘Documentation is not about the reorganization and arranging of material with the aim of assembling a descriptive linear story. Rather, documentation is a narrative pathway with arguments that seek to make sense of the events and processes’ … ‘Documentation is not about finding answers, but generating questions. It is a bit of a paradox because we do come to know things about the children and what we might do next, but this knowledge should not lead us to closure. Rather, it sparks more wonder and inquiry about the children and the teaching that follows. A focus on linearity and closure are two ways that documentation often gets misinterpreted’ (Turner and Wilson, 2010, pp. 8-9).
-the structure of the whole document should fit the purpose of the document (identified and explained in the abstract)
-if the document follows a linear structure, then the coherence of the document will be judged in how well the pedagogic story and commentary is written with regard to standard conventions of essay writing
-if the document does not follow a linear structure, then the coherence of the document will be judged on how well the non-linear structure is fit for purpose, and how well each of the elements of the document are structured and coherent
-please keep this in mind, whether linear or non-linear:
-Structure: Paragraphs should have one main idea, all sentences within the paragraph relate to the one idea.
-If you are producing an avant-garde (unorthodox) format (ie, poetry, word-play, emphasis on the photos, rather than the text) you will need to discuss this and have it ‘approved’ by the tutor. In these cases, you will be required to write a critical/analytic commentary explaining how your work is fit for purpose, and how you have drawn on theory and research to develop your ideas.
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‘Excellent or Outstanding’ work has the following features:
Written well in standard English, with very few errors.
All references are made correctly.
Draws on a range of literature.
Draws on suitable academic literature (see above).
Provides analysis and critique.
The piece needs to clearly articulate your pedagogy in work with young people, or possibly how you use principles of early years pedagogy to work with children of an older age range.
Excellent or outstanding work will provide at least one of the following:
-your piece could be used for evaluation: as a piece of evidence that shows evaluation of pedagogy and practice, not against ‘standards’ but as a form of critical thinking
-professional development: as an example for other professionals
-research: as a form of understanding children and pedagogy better
-democratic practice: as an example of respect and visibility of childhood
Excellent or outstanding work will not be descriptive of ‘practice as it is’ but will raise a question or issue and help the reader to question further, and to gain wisdom needed to contest the forces of ‘normalisation’ that may be occurring in the time, place, and context that is being documented.
Excellent or outstanding work will clearly demonstrate valuing of children’s subjectivities.
Excellent or outstanding work will show that you are in search of meaning.
Excellent or outstanding work will have the potential to create political and epistemological shifts.
Excellent or outstanding work will show the efforts of the documenter in positioning themselves (or their work) in relationship with the subject/object of the documentation
Excellent or outstanding work will show respect for who children are and how they can be actors in society and co-constructors of culture.
Children should not be positioned as passive learners within documentation.
(how children meet) pPredetermined developmental milestones or standard learning outcomes should not be a focus of the documentation (with the exception of critiques of this).
Excellent or outstanding work will be crafted with care and consideration of how the images work with the text to tell the story.
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