Documentation and analysis of children's experience: an ongoing collegial activity for early childhood professionals

• Published in: Early years (London, England) Vol. 32; no. 2; pp. 159 - 170
• Main Authors: Picchio, Mariacristina, Giovannini, Donatella, Mayer, Susanna, Musatti, Tullia
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 01.07.2012; Taylor & Francis Ltd
• Subjects: Action Research; Child Care Centers; Children; Collegiality; Conceptual Tempo; Documentation; Early Childhood Education; Educational Practices; evaluation; Foreign Countries; Italy; Preschool Children; Preschool Teachers; Professional Identity; professionalism; Reflection; Reflective teaching; reflexivity; Italy
• ISSN: 0957-5146; 1472-4421
• DOI: 10.1080/09575146.2011.651444

Systematic documentation and analysis of educational practice can be a powerful tool for continuous support to the professionalism of early childhood education practitioners. This paper discusses data from a three-year action-research initiative carried out by a research agency in collaboration with a network of Italian municipal nido services. The action research aimed at elaborating and implementing documentation procedures that nido practitioners could accomplish continuously and that could form the basis of a collegial reflection on children's experience and the improvement of practices. The analysis of practitioners' discussions about weaknesses and strengths of the new procedures shows how they could be inscribed within the framework of their current professional engagement and support their processes of reflexivity. The analysis also highlights the important role of collegiality in sustaining practitioners' analysis, evaluation and improvement of their practice.