Sammanfattning Studiens syfte var att undersöka förskolans dokumentation utifrån relationen till barnet, verksamheten och det systematiska kvalitetsarbetet, samt hur detta relateras till utvärderingsarbetet. Syftet preciserade med följande frågeställningar: I vilken grad används olika underlag i förskolans systematiska kvalitetsarbete för att dokumentera? I vilken grad uppfattar förskolans lärare att det systematiska kvalitetsarbetet i dokumentation, utvärdering och analys utförs? Finns det några samband av förskolans lärares syn mellan utvärderingens analys till det konkreta utvecklingsarbetet?   Enkätundersökningen genomfördes genom att 14 förskolor besöktes och totalt 100 enkäter delades personligen ut till förskolans lärare, varav 78 besvarades. Enkäten bestod av olika påståenden utifrån syfte och frågeställningar, som förskolans lärare skulle ta ställning till. De statistiska analyser som används var univariat deskriptiv analys, ANOVA, multivariat variationsanalys faktoranalys. Studien utgår från ett postmodernt synsätt, där det förstås att det inte finns någon absolut kunskap i pedagogiska sammanhang, och där vår värld och kunskap kan ses som en socialt konstruerad process, där alla aktivt deltar. Resultatet visade att det underlag som förskolans lärare använder för dokumentation är verktyget ”foto” och att pedagogisk dokumentation ses som ett arbetsredskap, som synliggör förskolans verksamhet, och kunskapsområden. I resultatet framkommer även att utvärdering ger redskap för vad som behöver utvecklas för att höja kvaliteten. Dessutom visar studien att  det finns samband mellan analys och framtida utvecklingsområde, genom att mönster framträder, faktorer som påverkar förskolans arbete identifieras, vilket leder till att arbetsformer i förskolans verksamhet utvecklas. Vikten av att arbetet med pedagogisk dokumentation, utvärdering och analys genomförs framträder tydligt, genom att barnets utveckling och lärande framträder, men även verksamhetens framtida utvecklingsområde och förskolans lärares arbetssätt. / Abstract The study's purpose was to investigate the preschool documentation based on the relationship to the child, the business and the systematic quality work, and how this is related to the evaluation work. The purpose specified with the following questions:To what extent different basis in preschool systematic quality work to document? The degree to perceive the preschool teachers to the systematic quality work in the documentation, evaluation and analys is performed? Is there any relation of preschool teachers' views of evaluation analys is to the concrete development The survey was conducted by 14 pre-schools were visited and a total of 100 questionnaires were awarded personally distributed to pre-school teachers, of which 78 were answered. The questionnaire consisted of various claims on the basis of objective and issues that preschool teachers would take a stand. The statistic alanalyzes used were univariate descriptive analysis, ANOVA, multivariate analysis of variance factor analysis. The study is based on a postmodern approach, where it is understood that there is no absolute knowledge in the educational context, and where our world and knowledge can be seen as a socially constructed process, in which all participate actively. The results showed that the basis preschool teachers use the documentation tool is"photo" and educational documentation is seen as a work tool, which exposes preschool, and areas of knowledge. The result also suggests that the evaluation provides tools for what needs to be developed to raise the quality. In addition, the study shows that there is a connection between analysis and future development area, by pattern emerges, factors affecting preschool work identified, leading to the work of preschool development. The importance of the work on educational documentation, evaluation and analysis is carried out are clearly visible by the child's development and learning emerge, but also future business development area and the preschool teachers working.

The main purpose of this study is to describe and increase the understanding of preschool teachers´ experiences regarding pedagogical documentation with digital tablets. The focus of the study was to reveal how the digital tablets are used for pedagogical documentation. Our hope is to give new meaning concerning ICT, information and communication technology, on a daily basis at preschools. The method that we used in this study is qualitative interviews to reach and get knowledge about preschool teachers´ experiences with digital tablets. In the results we have been able to conclude that the positive properties, such as digital tablets being a fast and simple way of creating pedagogical documentation, that the technique offered were bigger than the negative aspects, which resulted in a general positive outcome. / Uppsatsens övergripande syfte handlar om att beskriva och förstå hur pedagoger upplever arbetet med pedagogisk dokumentation med hjälp av den digitala pekplattan. Numera kan den pedagogiska dokumentationen i förskolan ske snabbt och enkelt genom digitala pekplattor. Det är till exempel enkelt att skicka iväg bilder eller information, direkt i stunden. Det kan givetvis vara mycket smidigt, men vår problematik som vi vill poängtera i detta examensarbete, är att teknikens snabba funktioner och processer kan möjligen minska eftertanken och utrymmet för egna reflektioner. Metoden som vi använder är kvalitativa intervjuer. Resultaten som vi kom fram till i studien var att de positiva egenskaper som tekniken möjliggör överväger de eventuella negativa aspekterna. Resultaten bekräftar att pedagoger i förskolan överlag upplever att deras dokumentationsarbete förenklas med hjälp av den digitala pekplattan. Problemen som vi upptäckte hänvisar alltså till teknikens snabba hantering som eventuellt kan minska möjligheterna för egna reflektioner.

According to the curriculum for the Swedish preschool system, children’s development and learning should be documented and analyzed in order to evaluate and develop the preschool quality. Social criticism is directed to some of the methods of documentation for assessing the children´s individual knowledge development. The purpose of this study was to examine how, what and why some teachers use documentation in preschool. I wanted to examine which methods preschool teachers used when they documented the children and what they focused on. I also wanted to examine why the teachers chose the methods they used. I have used a qualitative method with interviews and contacted four teachers from different preschools in order to get diverse information for my study. All teachers were educated preschool teachers and all of them had worked in the preschool system for at least ten years. The information given in the interviews has been analyzed by the use of socio-cultural theories and previous research. The interviews with the teachers showed the use of different methods to document the children. The most frequently used method was to photograph the children. The purpose of it was to visualize the children’s development of knowledge or to show different parts of some projects the children participated in. The purposes of the teacher’s documentation were various and I discovered three main reasons for documentation: In order to give information to the parents about their children. For the use of discussions with the children and serve as inspiration for them. For the use of discussions between the teachers in order to develop the preschool quality. My conclusion is that the teacher’s view of the children’s knowledge development, is critical for what the teachers chose to focus on in their documentation, knowledge as process or product!

In this study, we aim to analyze how the terms documentation and pedagogical documentation respectively are portrayed in the curriculum (skolverket 2010) as well as in the curriculum complementary material (skolverket 2012). The analysis is performed by use of critical discourse analysis. We used published research as a theoretical base to analyze the empirical data against. Our aim is to increase the understanding of how the terms documentation and pedagogical documentation are used in the various policy documents and what messages these documents relay concerning the aforementioned terms. We aim to give some answers to the following questions: How to interpret the term documentation in relation to the term pedagogical documentation. How to interpret the ways the terms are promoted in the policy documents.  We conclude that the term documentation is vastly more open to interpretation than the term pedagogical documentation. We note that the curriculum exclusively use the term documentation and stress the importance of using a variety of documentation forms. The complimentary curricular documents promoting pedagogical documentation also states the importance of a critical analysis the methods used in the documentation process. In spite of this there is no suggestions for alternative documentation procedures in the complimentary curricular documents. Rather, on the contrary, it relays the message that pedagogical documentation is the only valid method.

Syftet med studien är att undersöka vad förskollärare har för uppfattning av pedagogisk dokumentation. Studiens frågeställning tar upp hur förskollärare uppfattar den pedagogiska dokumentationen samt hur förskollärare använder den pedagogiska dokumentationen för att utveckla förskolans utbildning. Vygotskijs teori om det sociokulturella perspektivet har legat till grund för analysarbetet av det insamlade materialet. Den sociokulturella teorin har valts för att kunna få en förståelse för förskollärares arbete med och syn på pedagogisk dokumentation i förskolan. Resultatet visar att förskollärare uppfattar den pedagogiska dokumentationen som värdefull i arbetet mot att utveckla förskolans utbildning efter barnens behov och intressen. Det bidrar därmed till att förskollärare värdesätter barnens delaktighet vid dokumentationstillfällena. Resultatet visar även att förskollärare arbetar regelbundet med pedagogisk dokumentation trots tidsbrist och att tillräcklig kompetens inom ämnet ibland saknas.

The purpose of the study is to investigate how educational documentations in systematic quality work are used in pre-school practice. What are the possibilities and limitations of the use of pedagogical documentation as an instrument in systematic quality work in pre-school practices? Referring to previous research, theory and empirical data collection, I was able to conduct this study. In the theoretical part, I made use of the constructionist learning perspective. In the empirical part, I used a qualitative research method with interviews and observation in order to gain understanding of the way pre-school teachers use pedagogical documentation in a learning perspective.The study shows that pedagogical documentation used in systematic quality work is associated with opportunities and difficulties. Participants described that pedagogical documentation provides opportunities for children to achieve their potential, and that it focuses on the individual needs of development. In other words, the benefit of using pedagogical documentation of systematic quality work became a tool for the educational quality in the operation. The teachers constantly have the ability to monitor, document and reflect on their work to ensure children's learning and development. This also creates opportunities for children to become active participants in the educational activities. Some of the difficulties are lack of time, children's group size and staff nonattendance. The study's participants also highlight that there is a need for increased staff competence in the use of technical educational tools.

Denna avhandling handlar om pedagogisk dokumentation som förändringsverktyg i förskolan. Syftet har varit att förstå lärande och förändring i förskolans verksamhet när pedagogisk dokumentation har använts som verktyg under en längre period. Empirin består av texter av och samtal med personal som arbetar påfyra förskoleenheter som samarbetade kring ett gemensamt projekt som initierats av Reggio Emilia-institutet där pedagogisk dokumentation var ett centralt verktyg. Studien fokuserar frågor kring organisation och förändring då utsagor om detta framstod som viktiga i deltagarnas samtal. Analysarbetet har skett i tre steg. I ett första steg gjordes en tematiskanalys. Materialet sammanställdes i tre teman: 1) En förändrad verksamhet. 2) Erfarenheter av dokumentationsarbete 3) Att organisera för utforskande lärande. I ett andra steg analyserades materialet med hjälp av verksamhetsteori, främst Engeströms modeller av verksamhetssystem och expanderat lärande. I det avslutande analysarbetet användes Wartofskys teorier om primära, sekundära och tertiära aspekter av ett verktyg. På så vis belystes pedagogisk dokumentation ur flera olika synvinklar. Resultatet visar att arbete med pedagogisk dokumentation innebär att förskolepersonal börjar diskutera epistemologiska och ontologiska frågor. Som en följd av detta förändrar förskollärarna sitt arbetssätt, vilket medför att motsättningar uppstår i verksamhetssystemet. För att lösa dessa motsättningar har verksamheten förändrats både på enhetsnivå och barngruppsnivå. Bland annat har arbetslaget utvidgats vid dokumentationsarbete. Det utvidgade arbetslaget har inneburit att berättelserna i dokumentationsmaterialet kommer i rörelse, genom att de analyseras i flera led. Berättelser som är i rörelse och att pedagogisk dokumentation kan uppfattas ur olika aspekter gör att pedagogisk dokumentation kan beskrivas som ett komplext verktyg. / This thesis, is about pedagogical documentation as a tool for transformation in preschool. The aim is to understand learning and transformation in, and of, preschool practice where pedagogical documentation has been used as a tool during a longer period of time. Empirical data consists of texts by, and conversations with, personnel working at four preschool units who cooperated around a mutual project initiated by the Reggio Emilia Institute; a project where pedagogical documentation was a central tool. The study focuses on organizational issues and transformation, as statements about this appeared to be important in the participants' conversations. The analysis is made in three steps. Data was put together into three themes. The three themes are: 1) a changed practice 2) experiences ofworking with documentation, and 3) to organize for exploratory learning. Then, an analysis was made giving an account of participants’ descriptions of working with pedagogical documentation as a joint trip, especially making use of Engeström’s model of an activity system and expanded learning, described metaphorically as a black box. Finally, Wartofsky’s theory on primary, secondary, and tertiary aspects of a tool is used. Thus, pedagogical documentation was illustrated from many different perspectives. The result shows that working with pedagogical documentation has led to preschool teachers discussing epistemological and ontological questions. This in turn led to preschool teachers starting to act differently in pedagogical practice, where acting differently became a trigger for revealing contradictions in the activity system, which participants describe as being solved over time. So, organization of preschool practice had changed on a unit level as well as on a preschool level including the children. Among other things, teacher teamwork has expanded when working with pedagogical documentation. The expanded team has meant that stories from the documented material have come in motion through analysis in several stages. Stories in motion, and pedagogical documentation perceived as seen from different perspectives, can be described as a complex tool.

Esta tese tem sua problemática de pesquisa centrada na constituição de uma comunidade de apoio ao desenvolvimento profissional, o Observatório da Cultura Infantil OBECI, e na Documentação Pedagógica como estratégia para a construção do conhecimento praxiológico. O OBECI, criado em 2013, é composto por quatro escolas de Educação Infantil (duas públicas e duas privadas) da região metropolitana de Porto Alegre, RS, e tem como questão central a organização da vida cotidiana das instituições de Educação Infantil de modo que evidencie o papel da criança no processo educativo, convidando a reposicionar o papel do professor. A estratégia que este observatório tem utilizado para investigar e formar é a Documentação Pedagógica fundada por Loris Malaguzzi. Por isso, parte desta tese dedica-se a reconstituir o pensamento de Malaguzzi a respeito da Documentação Pedagógica a partir dos projetos supervisionados pelo pedagogo ao longo de 30 anos (1963 1993). Além disso, buscando evidenciar o conhecimento praxiológico sustentado pela Documentação Pedagógica e construído pelo OBECI, é narrado o processo de criação desse Observatório, suas ideias centrais, seus processos formativos e o modo como tem desenvolvido o tema da Documentação Pedagógica a partir de Malaguzzi. A partir disso, apresenta-se o conhecimento praxiológico emergente do OBECI a respeito do espaço educativo, dos materiais, da gestão do tempo, da organização do grupo e da relação entre adulto e criança. Tal conhecimento, derivado do trabalho de formação desenvolvido, é restituído desde o ponto de vista dos próprios profissionais das escolas, assim como, do investigador, a fim de explicitar a Pedagogia desenvolvida nesses contextos. Destaca-se que esta tese afirma a Pedagogia como campo de conhecimento, logo, para responder as exigências deste campo, optou-se por um estudo de caso pelos processos de uma investigação praxiológica (FORMOSINHO, 2016; OLIVEIRAFORMOSINHO, FORMOSINHO, 2012). Por fim, conclui-se que uma tese desenvolvida nos domínios da Pedagogia, ou seja, interessada nos processos de transformação do cotidiano praxiológico situado e contextualizado, encontra no modelo narrativo sua melhor forma de expressão enquanto uma tese pedagógica. / This study has the research problem centered on the constitution of a community to support professional development named Observatory of Childhood Culture - OBECI, and in the Pedagogical Documentation as a strategy for the praxiological knowledge construction. The OBECI, created in 2013, is composed by four Early Childhood Education (two public and two private) in the metropolitan region of Porto Alegre - RS and has as central question the organization of day to day life in these institutions evidencing the role of the child in the educational process, inviting to reposition the teachers role. The strategy that this observatory has used to investigate and form is the Pedagogical Documentation founded by Loris Malaguzzi. Therefore, part of this dissertation is devoted to reconstituting the Malaguzzis thoughts regarding Pedagogical Documentation from the projects supervised by the pedagogue over 30 years (1963 - 1993). In addition, in order to demonstrate the praxiological knowledge supported by the Pedagogical Documentation and built by the OBECI, the text narrates the creation process of this Observatory, his central ideas, his training processes and the way in which the subject of Pedagogical Documentation has been developed from Malaguzzi. From this, we present the emergent praxiological knowledge of OBECI for the educational space, materials, time management, group organization and the relationship between adult and child. Such knowledge, due to the work training developed, is shared from the point of view of the schools professionals, as well as the researcher, in order to explicit the pedagogy developed in these contexts. Highlighting that this dissertation affirms the Pedagogy as a field of knowledge and to respond all requirements of this field, we chose a case study through the praxiological research process (FORMOSINHO, 2016; OLIVEIRA-FORMOSINHO, FORMOSINHO, 2012). Finally, I concluded that a dissertation developed in the field of Pedagogy, in other words, interested in transformation process of praxiological day to day situated and contextualized, find in the narrative model a better expressive way while a pedagogical dissertation.

Working at preschool is not always easy. Meetings between different people, the ability to weigh and assess situations, analyze documentation, have scientific knowledge and, not least, be able to lead a careful and educational teaching that gives all children the conditions to meet curriculum goals are some of the demands placed on us working in preschool. The method I have used is to write a scientific essay. But I have also performed participatory observations of two different teams during their pedagogical reflection time. The observations have taken place at two different preschools. My own story is presented together with other educators' stories that I take part of through participatory observation. I examine our thoughts about preschool teaching through conversations, reflection and literature. My essy investigates the doubt that I experience in my profession as a preschool teacher. In this essay, doubt for me means a sense of uncertainty how to interpret and perform my assignment as a preschool teacher. I start from my own perceived contradiction between the administrative documentation responsibility for individual children as the preschool teacher profession entails and my practical knowledge. The essay investigates four main questions: How can I understand, and interpret the doubt as I experience in my role as a preschool teacher? How can deal with to the perceived contradiction between the documentation obligation that I have as a preschool teacher and the practical knowledge? What difference makes documentation for an individual child? How can an individual child´s changed knowledge be made visible in the documentation tool for systematic quality work without it being personal or knowledge assessments? The study's conclusion is, in a way, two-dimensional because it shows my personal journey in new knowledge add new perspectives that awaken new thoughts to me. The survey also shows a fundamental crash between Reggio Emilia's thoughts on pedagogical documentation and the Swedish curriculum where individual children's changed knowledge should be made visible in documentation. The investigation also points out that we live in a documentation culture where continuous registration of what we do is important, otherwise there is no. / Att arbeta på förskola är inte alltid enkelt. Möten mellan olika människor, förmågan att kunna avväga och bedöma situationer, analysera dokumentationer, ha vetenskapliga och teoretiska kunskaper och, inte minst kunna leda en omsorgsfull och pedagogisk undervisning som ger alla barn förutsättningar för att möta läroplansmål är bara några av de krav som ställs på oss som arbetar i förskolan. Metoden som jag använt mig av är att skriva en vetenskaplig essä. Men jag har dessutom utfört deltagande observationer av två olika arbetslag under deras pedagogiska reflektionstid. Observationerna har skett på två olika förskolor. Genom skrivprocessen med essän undersöker jag mina och informanternas berättelser genom reflektioner med kurskamrater, handledare och vald litteratur. Essän undersöker tvivlet som jag upplever i min profession som förskollärare. I den här uppsatsen betyder tvivel för mig en känsla av osäkerhet hur jag ska uttolka och utföra mitt uppdrag som förskollärare. Jag utgår ifrån den självupplevda motsättningen mellan det administrativa dokumentationsansvaret av enskilda barn och min praktiska kunskap. Utgångspunkten för uppsatsen är fyra frågor: Hur kan jag förstå, och tolka tvivlet som jag upplever i min roll som förskollärare? Hur kan jag förhålla mig till den upplevda motsättningen mellan dokumentationsskyldigheten som jag har i egenskap av förskollärare och den praktiska kunskapen? Att dokumentera enskilda barns utveckling, vad gör det för en skillnad för det enskilda barnet? Hur kan enskilda barns förändrade kunnande synliggöras i dokumentationsverktyget för systematiskt kvalitetsarbete utan att det blir personlighets eller kunskapsbedömningar? Undersökningens slutsats är på ett sätt tvådimensionell därför att den dels visar min personliga resa genom ny kunskap som tillfört nya perspektiv som väckt nya tankar hos mig. Undersökningen visar även på en fundamental krock mellan Reggio Emilias tankar om pedagogisk dokumentation och den svenska läroplanen där enskilda barns förändrade kunnande ska synliggöras i dokumentationer. Undersökningen pekar dessutom på att vi lever i en dokumentationskultur där kontinuerlig registrering av det vi gör är betydelsefullt, annars finns det inte.

Este trabalho de pesquisa teve, como objeto de estudo, a formação de professores, pensada na relação com a prática de documentação pedagógica- expressão que designa um conjunto de registros, constituindo-se como um material investigativo mediante a materialização das narrativas de aprendizagens de adultos e crianças. Partiu-se da seguinte questão: em que medida a documentação pode apoiar o desenvolvimento profissional dos professores no âmbito da educação infantil? A investigação, de caráter qualitativo, configurou-se como um estudo de caso, envolvendo oito professoras e a coordenadora pedagógica no contexto de uma creche universitária. Como fonte primordial de dados, considerou-se a documentação de um processo formativo realizado durante os encontros de formação continuada mensal no contexto do trabalho, no ano de 2011. Os registros dos diários de campo, registros escritos dos professores, registros fotográficos e os relatos de cada encontro transformaram-se em um instrumento de avaliação investigativa do próprio percurso da formação contribuindo, dessa forma, para o estudo em questão. Também os diários, planejamentos, relatórios, materiais de exposição e portfólios, que compõem o conjunto de realizações docentes das professoras, constaram da análise do presente estudo, de modo a buscar uma compreensão de como esses elementos podem ser transformados em instrumentos de ação, reflexão e reformulação das práticas. O aporte teórico da investigação, que dialogou com os dados coletados, envolveu as contribuições de autores como Nóvoa (1992, 1995), Oliveira-Formosinho (2002, 2007) Tardif (1991, 2002), Zeichner (1993, 2008) para refletir sobre os elementos da formação em uma perspectiva de transformação, desenvolvimento pessoal e profissional dos professores, que, na pesquisa, assumiram o lugar de sujeitos da experiência. No que tange à documentação pedagógica, houve interlocução com as pesquisas e produções inspiradas na abordagem de Reggio Emilia, situada na perspectiva de uma Pedagogia da Infância. Algumas ações decorrentes das discussões assinalaram alguns passos na construção de um planejamento coletivo pautado no diálogo entre adultos e crianças no processo de apropriação/recriação do conhecimento, bem como na visibilidade dos registros das diversas histórias que fazem parte do dia a dia de uma creche, construindo um cenário de narrativas diversas apresentadas à comunidade. A análise dos dados reafirma a importância de uma política voltada para a formação continuada dos professores na educação infantil e aponta a documentação pedagógica como um elemento imprescindível nas propostas que se inspiram em uma pedagogia da escuta, da visibilidade e da comunicação entre crianças, professores e famílias. Desta forma, acredita-se que as discussões e ações desencadeadas nos encontros de formação puderam contribuir para se pensar em um processo formativo, em que os profissionais tenham condições de atuar como pesquisadores de suas práticas, a partir das suas próprias produções e também das criações infantis. / The aim of this research was to study the teacher training, designed in relation to the practice of pedagogical documentation a expression that designates a set of records, becoming as investigative material through the materialization of the narratives of adults and children learning. We started from the following question: to what extent can this documentation support the professional development of teachers in the early childhood education? The qualitative research turned out to be a case study, involving eight teachers and the educational coordinator within day care center in a university. As a primary source of data, we considered the documentation of a teacher training process conducted during the monthly meetings of continuing education in the workplace in the year 2011. Field notes, teachers written records, photographic records and reports of each meeting turned into a tool for investigative evaluation of teachers own learning route and thereby contributing to the study in question. Also diaries, the planning, reports, exhibition materials and portfolios, comprising the set of the teachers achievements, consisted of analysis of this study in order to get an understanding of how these elements can be transformed into instruments of action, reflection and rethinking of practices. The theoretical investigation, which had dialogue with the collected data, involved the contributions of authors like Nóvoa (1992, 1995), Oliveira-Formosinho (2002, 2007) Tardif (1991, 2002), Zeichner (1993, 2008) to reflect on elements of teacher training in a transformation perspective, personal and professional development of teachers, which played the experience main role in this research. Regarding the pedagogical documentation, it had dialogue with the research and productions inspired by the Reggio Emilias approach, from the perspective of child pedagogy. Some actions resulting from discussions indicated some steps in building a collective planning guided dialogue between adults and children in the process of acquirement / re-creation of knowledge as well as the visibility of the records of the various stories that are part of everyday life of a day care center, constructing a scenario of several narratives presented to the community. Data analysis reaffirms the importance of a policy for the continuing education of teachers in early childhood education and pedagogical documentation is presented as an essential element in the proposals which are based on the pedagogy of listening, visibility and communication between children, teachers and families. Thus, we believe that discussions and actions triggered in the teacher training meetings might be useful to think in a teacher training process, in which professionals can act as researchers of their own productions and the production of their children.