Learning to Document in Reggio-Inspired Education.

Abstract

This article discusses how teachers in child care and elementary schools learn to work with Reggio-inspired pedagogical documentation. While teachers grasp the value of such documentation theoretically, it is most challenging but exciting to use in practical settings. Documentation illuminates teacher theories about children’s understanding: watching such theories change through study of documentation and further teacher research profoundly influences professional development. This article outlines five aspects in a progression in learning to document: (1) developing the habits of documenting, (2) “going public” with recountings of activities, (3) exploring the visual literacy of graphic displays, (4) making children’s theories visible, and (5) sharing visible theories with others for the purpose of further interpretation and curriculum decision making. Two stories of teachers learning to document are shared—one showing a teacher’s attempt to make one child’s theory visible and one showing a teacher’s “documentation strips” developed for revisiting theories with children.

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