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Making Learning Visible Through Pedagogical Documentation (Think, Feel, Act)

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Making Learning Visible Through Pedagogical Documentation (Think, Feel, Act)

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Pedagogical Documentation is one vital element of being a reflective practitioner in Early Childhood Education. We not only document children's learning for the fun of seeing them engaged in play; we are finding answers. In this type of documentation, we educators see children's thought processes beyond the extent of their development. We can find out how children view the world around them. It is like observing something in the glass and studying what is happening in the elements inside it. What might happen if we move it? What actions could we take to benefit those elements inside the glass and create a better outcome?

Engaging in pedagogical documentation fosters curiosity among educators and a desire to learn methods and strategies to expand the child's learning. We become co-learners as children, feeding us the play interaction, and we study the experience by documenting. It is where having an open mind takes place. After seeing the documentation, we may find something completely unexpected that the child was doing that is unusual based on the knowledge and theories we have acquired in the field. Consider that as a gift. That is the essence of pedagogical documentation. We are striving to learn beyond what we already know about the child- their developmental milestones, phase of development, temperament, and interests, among other things.

For educators, there are steps to getting into pedagogical documentation. Based on the Think, Feel, Act document, the first step is to make it part of the daily play learning in the classroom, making it a tool for educators to see potential factors for scaffolding in children's play. When we document, we take photos of the interaction and try to interpret what the child is doing. Is there something in the toy the child is interested in? What could it be? Is it the texture or how the toy is being used that stimulates the child's brain? Or could the toy represent something the child already knows? The second step is sharing the documentation with others to see the child's learning interactions and our curiosities in documenting to get their feedback or insights that may add interest to our documentation and the children's learning. The truth is that sometimes there are things that we cannot see that others might. Doing this allows us to learn from others as well. The whole process of learning in doing it is what makes it pedagogical.

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This is a helpful video for understanding what Pedagogical Documentation is like.

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This is a helpful video for understanding what Pedagogical Documentation is like.

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Pedagogical documentation must be part of our daily habits as early childhood educators.

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After documenting the learning-play interaction of a child, we can reference this document on what domains and skills they are demonstrating. It will guide educators in expanding their skills based on the child's developmental phase.

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1. As Early Childhood Educators, how do we make our documentation process effective if more children in the classroom need one-to-one interaction?

2. When do we document a learning play interaction?

3. After documenting, is it necessary to take action right after or take more days to reflect on the documentation?

4. What is the essence of pedagogical documentation?

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As early Childhood Educators, this document is handy, especially when we find time to reflect on children's learning exploration and inquiry.

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Please take a look at this webinar on Pedagogical Documentation. There's so much to learn from the speakers that are useful in our professional practice as Early Childhood Educators.

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College of Early Childhood Educators / Ordre des éducatrices et des éducateurs de la petite enfance

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Standard II - Webinar:  Pedagogical Documentation: Making Learning and Professionalism Visible

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It is an excellent resource for Early Childhood Educators wanting to improve their reflective practice.