Tuesday 19 September, 2017
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Documentation and the Early Years Learning Framework

Documentation and the Early Years Learning Framework

Documentation and the Early Years Learning Framework

Researching in Reggio Emilia and Australia

Author(s): Jan Millikan, Stefania Giamminuti (click on the author's name for more titles)

ISBN: 9781876138370

Binding: Paperback

Size: 280mm x 210mm

Published by: Pademelon Press

RRP $39.95


This new title in our EYLF series links the EYLF and documentation. Drawing on research from both Reggio Emilia and Australia, the authors are well placed to offer these insights.

From the Foreword by Jennifer Sumsion:

Jan and Stefania have taken up the challenge of ensuring that belonging, being and becoming doesn’t descend into cliché. As they explain, they have written ‘with the aim of sparking enriched responses to belonging, being and becoming’. And indeed, they have succeeded beautifully in showing how the principles of the Reggio Emilia educational project in Northern Italy can map so effectively onto the principles of the EYLF.

But importantly, they also show how bringing Reggio Emilia principles into conversation with the EYLF can provoke new ways of thinking about the possibilities of the EYLF. By focusing particularly on documentation, they make a timely and valuable contribution. They challenge some of the many myths about documentation that have emerged and taken hold over recent years. They complicate every day understandings and push readers to think more deeply about the possibilities that this distinctive aspect of early childhood practice affords. But equally importantly, they discuss ethical issues and related concerns that have been raised about documentation.

Contents

Introduction
The Early Years Learning Framework
The Educational Project of Reggio Emilia
Interpretations of documentation
Conclusion

CHAPTER 1 Documentation as an Attitude
Introduction
Documentation as an attitude
Children as active protagonists
The Hundred Languages
Learning as a process of individual and group construction
Participation
Early childhood settings as places of research
Conclusion

CHAPTER 2 Documentation for Becoming
Introduction
Opportunities for Becoming
Identity and Becoming: Transformation
Early years settings Becoming
Imagination and Becoming
Conclusion: Possibility and Becoming

CHAPTER 3 Documentation for Being
Introduction
Listening for Being
A child is ‘born again’: Being and Identity
Conclusion

CHAPTER 4 Documentation for Belonging
Introduction
Listening: Early years settings as places that belong to children
Early years settings as ‘a memory of everyone’
Building Belonging: Daily journals
Conclusion

CHAPTER 5 Early Years Settings as Places of Research
Introduction
Engaging with ‘Outcomes’
Provocations and possibilities in Reggio Emilia
Documentation as research
Research and Intent
Conclusion

CHAPTER 6 Concluding Contributions from the Authors On Belonging, Being and Becoming
Stefania
Jan
Final thoughts
REFERENCES