A relação entre a produção dos registros na educação infantil e o quanto eles se configuram como documentações pedagógicas proporcionando a prática reflexiva e o olhar para os bebês foi o que buscou compreender esta pesquisa. Partindo da concepção de documentação pedagógica defendida pelas pedagogias do norte da Itália e da Associação Criança em Portugal, entende-se que ela é valioso instrumento para professores, crianças e comunidade educativa que, ao partilhar os processos vivenciados do cotidiano das ações pedagógicas, contribui para a postura reflexiva dos professores e a visibilidade das crianças. A investigação de caráter qualitativo configurou-se como um estudo de caso envolvendo três professoras de um agrupamento de berçário de uma creche universitária da cidade de São Paulo. Os dados envolvem essencialmente os registros de caráter pedagógico dessas professoras e o acompanhamento de suas práticas com os bebês. Na busca da compreensão de como os bebês estão evidenciados na prática reflexiva do professor que é instrumentalizada por meio dos registros e da documentação pedagógica buscou-se responder essencialmente a três questões: 1) Como os registros periódicos evidenciam o olhar para os bebês?; 2) Como os registros podem se transformar em documentações pedagógicas com vistas ao planejamento e à avaliação das práticas?; 3) Como as documentações pedagógicas estão a serviço da prática reflexiva do professor? Os dados confirmam uma prática qualificada com bebês, elemento fundamental para que a prática reflexiva aconteça instrumentalizada pelos registros que, por sua vez, se revelam potentes documentações pedagógicas se alcançarem os processos de aprendizagem dos bebês, para além da consecução de produtos estéticos e visuais. A documentação pedagógica pode representar um novo caminho à educação infantil na medida em que possibilita a prática reflexiva do professor e evidencia as crianças no processo educativo, porém os resultados denunciam os escassos espaços e tempos legitimados nas instituições infantis para a reflexão em equipe, além de propor um olhar mais atento à extensa produção de registros, em especial as fotografias, que se constituem arquivos de memória pouco apresentados às crianças e pouco utilizados no âmbito educacional qualitativamente. / The relation between the production of the records in child education and how much they are configured as pedagogical documentation providing the reflexive practice and the look at the babies is what this research intended to understand. From the conception of pedagogical documentation defended by the pedagogies of the North of Italy and the Associação Criança in Portugal, it is understood that it is a valuable tool to teachers, children and the educational community, which, by sharing the everyday processes of pedagogical actions, contributes to the reflexive attitude of teachers and the visibility of the children. The investigation of qualitative type was configured as a case study involving three teachers from a nursery group in a university childcare center at the city of São Paulo. The data involves essentially the records of pedagogical type of these teachers and the monitoring of their practices with the babies. In seeking to understand how the babies are evidenced in the reflexive practice of the teacher that is instrumented through the records and the pedagogical documentation, the intention was to answer three questions essentially: 1) How do the periodic records evince the look at the babies?; 2) How can the records become pedagogical documentation with a view in the planning and evaluation of the practices?; 3) How is the pedagogical documentation at the service of the reflexive practice of the teacher? The data confirm a qualified practice with babies, a fundamental element for the reflexive practice to happen in an exploited way by the registers, which in turn become powerful pedagogical documentation if achieving the learning processes of the babies in addition to the achievement of esthetic and visual products. The pedagogical documentation can represent a new path to the childhood education to the extent that it enables the reflexive practice of the teacher and evidences the children in the educational process, but the results denounce the scarce spaces and legitimized time in the children institutions for the team reflection, besides of proposing a more attentive look to the extensive production of registers, specially photographs, which become memory files that are little presented to the children and little used in the educational field in terms of quality.

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2017-11-17T12:54:42Z No. of bitstreams: 1 Cláudia Inês Horn_.pdf: 2371698 bytes, checksum: 0bd4c649e93494bb10f82e294b918b34 (MD5) / Made available in DSpace on 2017-11-17T12:54:42Z (GMT). No. of bitstreams: 1 Cláudia Inês Horn_.pdf: 2371698 bytes, checksum: 0bd4c649e93494bb10f82e294b918b34 (MD5) Previous issue date: 2017-02-24 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A presente Tese tem por objetivo problematizar as práticas de registro docente sobre as aprendizagens das crianças na Educação Infantil, mais especificamente, as práticas denominadas de documentação pedagógica. Com sustentação nos aportes teórico-metodológicos de Michel Foucault e seus comentadores, desenvolveu-se uma analítica das tecnologias e estratégias de poder, tanto em relação à condução da conduta dos outros (o governo dos outros), quanto em termos de condução da conduta de si mesmo. Ao desenvolver tal analítica, a investigação procurou compreender como as práticas de registro da documentação pedagógica operam enquanto tecnologia de governamento da infância, produzindo modos muito particulares de ser sujeito infantil na escola contemporânea. Ao analisarem-se tais práticas, percebeu-se a mobilização de outras formas de constituição docente e a emergência de outros modos de ser professor nas escolas de Educação Infantil. A pesquisa valeu-se de dois conjuntos de materialidade de análise – 17 obras denominadas neste trabalho de referenciais italianos, publicadas no Brasil a partir do final da década de 1990; exemplares de documentação pedagógica elaborados por professores de escolas de Educação Infantil do interior do Rio Grande do Sul, Brasil. Os referenciais italianos foram selecionados por conterem fundamentação teórico-metodológica de tais práticas, sendo utilizados pela comunidade docente no Brasil por conta de sua tradução e ampla divulgação. A partir da análise dos materiais – tendo como grade de inteligibilidade a noção foucaultiana de governamentalidade –, perceberam-se deslocamentos nas práticas de registro docente, cada vez mais sistemáticas, refinadas, pontilhistas e eficientes, capturando as minúcias das ações infantis na escola. Tais deslocamentos estão relacionados com as transformações da infância contemporânea, das pedagogias da infância, bem como da instituição escolar de Educação Infantil, articuladas com as transformações de uma sociedade com ênfase nas disciplinas que se desloca para uma sociedade com ênfase no controle. Ao analisarem-se os modos de funcionamento dessas práticas de registro, foi possível defender a seguinte Tese: as práticas da documentação pedagógica produzidas pela maquinaria escolar constituem a criança protagonista e o professor designer. São acionadas por meio de estratégias do interesse infantil e do aprender a aprender e mobilizadas por práticas docentes de gerenciamento de oportunidades e de inovação docente. Pode-se concluir que as práticas de registro da documentação pedagógica contribuem para certo tipo de estetização da infância e para a fabricação de uma docência design, uma vez que fortalecem a centralidade dos processos educacionais na criança protagonista e esmaecem a função docente em relação ao ensino, redirecionando os modos de ser docente na Educação Infantil. / This Thesis aims to problematize practices of recording child learning by teachers in Child Education, particularly the practices known as pedagogical documentation. Supported by theoretical-methodological contributions by Michel Foucault’s and his commentators, I have performed an analysis of power technologies and strategies by considering both the conduction of the conduct of the others (the government of the others) and the conduction of the conduct of oneself. By performing such analysis, the investigation has attempted to understand the way in which the practices of pedagogical documentation have functioned as a technology of government of childhood, thus producing very special ways of being a child subject in the contemporary school. By analyzing such practices, we have noticed the mobilization of other ways of teacher constitution and the emergence of other ways of being a teacher in Child Education schools. The research has used two sets of materials for analysis – 17 works that have been named as Italian references in this Thesis, which have been published in Brazil since the late 1990s; and samples of pedagogical documentation recorded by teachers in Child Education schools situated in the countryside of Rio Grande do Sul, Brazil. The Italian references were selected because they have provided the theoretical-methodological foundation of such practices and have been used by the teacher community in Brazil due to the availability of their translations and wide publicization. From the analysis of the materials – considering the Foucauldian notion of governmentality as a grid of intelligibility –, some displacements have been noticed in the teachers’ practices of recording, which have become increasingly systematic, refined, pointillist and efficient, by capturing the details of children’s actions at school. These displacements have been related to changes in the contemporary childhood, in the childhood pedagogies, as well as in the Child Education schools, together with societal changes from an emphasis on disciplines to an emphasis on control. By analyzing the ways that these recording practices have functioned, it has been possible to defend the following thesis: the pedagogical recording practices produced by the school machine have constituted both the protagonist child and the designer teacher. They are triggered by the strategies of child interest and learning to learn, and mobilized by teaching practices of management of opportunities and teaching innovation. It is possible to conclude that the recording practices of pedagogical documentation have contributed to a certain kind of aestheticization of childhood and the production of design teaching, since they strengthen the centrality of the educational processes on the protagonist child and weaken the teacher function in teaching, thus redirecting the ways of being a teacher in Child Education.

Pedagogical documentation inspired by the early childhood schools of Reggio Emilia, Italy is a tool for teacher inquiry, learning, and development. Teachers systematically reflect upon artifacts that make visible children’s thinking, using for instance, digital photographs, quotations of children’s verbal thoughts, and teachers’ field notes. In two Reggio-inspired childcare centres in Toronto, Ontario, Canada, early childhood educators formed two teacher learning groups to study pedagogical documentation. As participants studied these artifacts (i.e. documentation), an underlying question emerges: What happens to teacher learning when early childhood educators form teacher learning groups to study pedagogical documentation in childcare centres? From this question, participants collaborated throughout six to seven research meetings to discuss and reflect upon documentation that they created. Portraiture research as a method of qualitative inquiry (Lawrence-Lightfoot, 1983; Lawrence-Lightfoot & Davis, 1997) offered a range of data collection methods used in this study, including videotaped research meetings, participants’ documentation work, open-ended group interview, and researcher’s field notes. These methods informed the portraiture research and constructed a vivid, in-depth look at participants’ experiences in studying pedagogical documentation in teacher learning groups. The results of this study are retold through two portraits focusing on the co-construction of teacher knowledge in teacher learning groups. Participants’ experiences such as deconstructing barriers to documentation practice, developing new documentation skills, critical self-reflection upon teacher practice, and emergent curriculum planning generated two rich portraits of teacher learning and development. Essential themes, conclusions, and implications appear in the examination of the two portraits and are explored in the final chapter. The themes included: (1) Skills of documentation, (2) Teacher learning and, (3) Teacher collaboration. Overall, this research study exposed the questions and assumptions, process of inquires, and new teacher knowledges and practices developed by two groups of early childhood educators in this study.

Pedagogical documentation inspired by the early childhood schools of Reggio Emilia, Italy is a tool for teacher inquiry, learning, and development. Teachers systematically reflect upon artifacts that make visible children’s thinking, using for instance, digital photographs, quotations of children’s verbal thoughts, and teachers’ field notes. In two Reggio-inspired childcare centres in Toronto, Ontario, Canada, early childhood educators formed two teacher learning groups to study pedagogical documentation. As participants studied these artifacts (i.e. documentation), an underlying question emerges: What happens to teacher learning when early childhood educators form teacher learning groups to study pedagogical documentation in childcare centres? From this question, participants collaborated throughout six to seven research meetings to discuss and reflect upon documentation that they created. Portraiture research as a method of qualitative inquiry (Lawrence-Lightfoot, 1983; Lawrence-Lightfoot & Davis, 1997) offered a range of data collection methods used in this study, including videotaped research meetings, participants’ documentation work, open-ended group interview, and researcher’s field notes. These methods informed the portraiture research and constructed a vivid, in-depth look at participants’ experiences in studying pedagogical documentation in teacher learning groups. The results of this study are retold through two portraits focusing on the co-construction of teacher knowledge in teacher learning groups. Participants’ experiences such as deconstructing barriers to documentation practice, developing new documentation skills, critical self-reflection upon teacher practice, and emergent curriculum planning generated two rich portraits of teacher learning and development. Essential themes, conclusions, and implications appear in the examination of the two portraits and are explored in the final chapter. The themes included: (1) Skills of documentation, (2) Teacher learning and, (3) Teacher collaboration. Overall, this research study exposed the questions and assumptions, process of inquires, and new teacher knowledges and practices developed by two groups of early childhood educators in this study.

Syftet med denna essä är att undersöka den konflikt som uppkommer när studenter som vi genomgår en erfarenhetsbaserad förskollärarutbildning, där nya teoretiska kunskaper ska samspela med redan beprövad erfarenhet från yrket. De situationer som uppstått i vår praktik har legat till grund för de gestaltningar vi skrivit. Tvivlet, osäkerheten och kritiken vi har burit på har väckt en stark vilja att ta reda på vad dessa känslor bottnar i. Våra gestaltningar har uppstått i en verksamhet där Reggio Emiliafilosofin tycks vara rådande därför vill vi också undersöka vad Reggio Emiliafilosofin står för samt vad verktyget pedagogisk dokumentation är och om det finns olika sätt att förstå detta. Genom att undersöka Aristoteles olika kunskapsformer får vi syn på vårt eget kunnande och kan sätta det i relation till vår kunskapsprocess och pedagogisk dokumentation. Den undersökning vi gör i och med denna essä ger oss möjligheter att få kunskap om Reggio Emiliafilosofin, pedagogisk dokumentation och vår egen kunskapsprocess. Detta hjälper oss vidare på vår kunskapsresa och i vår professionsutveckling. Vi har valt att skriva i essäform då vi önskar att använda en metod som är prövande och sökande samt att den ger oss möjligheter att utgå från våra egna erfarenheter. För att få en ökad förståelse för de frågor vi undersöker har vi försökt att se våra gestaltningar ur olika perspektiv med hjälp av relevant forskningslitteratur. I dialog och reflektion med varandra, handledaren och med övriga studenter i handledningsgruppen har vi fått distans till våra gestaltningar och gruppens tankar och frågor har hjälpt oss vidare i vårt undersökande. I vår essä använder vi oss av teorier som hermeneutik och fenomenologi vilket ger oss möjlighet att utgå från vår erfarenhet och tolka och förstå de fenomen som uppstår i vårt medvetande.

The purpose of the study is to examine, in relation to the curriculum for the Swedish preschool demands of assessment, evaluation and documentation what kind of knowledge that becomes possible through the use of pedagogical documentation, and how this knowledge answers to expectations of development of content, form and organisation of the early childhood educational context. Another purpose is to examine what a post-pragmatic perspective and an immanent idea of evaluation can imply for the two-folded task of the preschool: the societal reproduction of knowledge and the staging of possibilities for children’s own production of knowledge. Three theoretical perspectives have been used: curriculum theory, post-structural theory and an immanent philosophical perspective. Curriculum theory points out that it is essential to use and develop perspectives and methods of evaluation that relates to the goals of the preschool as tools for evaluation govern and shape both questions and analysis. The main study here is directed towards examining pedagogical documentation through an empirical study of one preschool’s use of pedagogical documentation during one year. When dealing with the empirical material my intention has been to make visible both kind of learning processes that this study interprets that the curriculum prescribes. Therefore one method used where curriculum theory and descriptions and categorisations as a part of a discursive analysis of how teachers use pedagogical documentation together with the children and in their planning-sessions. The second method consists of an immanent following up of the rhizomatic web of threads that appear and transform through the practice and where pedagogical documentation is part of the relational field of potentiality.

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.

A relação entre a produção dos registros na educação infantil e o quanto eles se configuram como documentações pedagógicas proporcionando a prática reflexiva e o olhar para os bebês foi o que buscou compreender esta pesquisa. Partindo da concepção de documentação pedagógica defendida pelas pedagogias do norte da Itália e da Associação Criança em Portugal, entende-se que ela é valioso instrumento para professores, crianças e comunidade educativa que, ao partilhar os processos vivenciados do cotidiano das ações pedagógicas, contribui para a postura reflexiva dos professores e a visibilidade das crianças. A investigação de caráter qualitativo configurou-se como um estudo de caso envolvendo três professoras de um agrupamento de berçário de uma creche universitária da cidade de São Paulo. Os dados envolvem essencialmente os registros de caráter pedagógico dessas professoras e o acompanhamento de suas práticas com os bebês. Na busca da compreensão de como os bebês estão evidenciados na prática reflexiva do professor que é instrumentalizada por meio dos registros e da documentação pedagógica buscou-se responder essencialmente a três questões: 1) Como os registros periódicos evidenciam o olhar para os bebês?; 2) Como os registros podem se transformar em documentações pedagógicas com vistas ao planejamento e à avaliação das práticas?; 3) Como as documentações pedagógicas estão a serviço da prática reflexiva do professor? Os dados confirmam uma prática qualificada com bebês, elemento fundamental para que a prática reflexiva aconteça instrumentalizada pelos registros que, por sua vez, se revelam potentes documentações pedagógicas se alcançarem os processos de aprendizagem dos bebês, para além da consecução de produtos estéticos e visuais. A documentação pedagógica pode representar um novo caminho à educação infantil na medida em que possibilita a prática reflexiva do professor e evidencia as crianças no processo educativo, porém os resultados denunciam os escassos espaços e tempos legitimados nas instituições infantis para a reflexão em equipe, além de propor um olhar mais atento à extensa produção de registros, em especial as fotografias, que se constituem arquivos de memória pouco apresentados às crianças e pouco utilizados no âmbito educacional qualitativamente. / The relation between the production of the records in child education and how much they are configured as pedagogical documentation providing the reflexive practice and the look at the babies is what this research intended to understand. From the conception of pedagogical documentation defended by the pedagogies of the North of Italy and the Associação Criança in Portugal, it is understood that it is a valuable tool to teachers, children and the educational community, which, by sharing the everyday processes of pedagogical actions, contributes to the reflexive attitude of teachers and the visibility of the children. The investigation of qualitative type was configured as a case study involving three teachers from a nursery group in a university childcare center at the city of São Paulo. The data involves essentially the records of pedagogical type of these teachers and the monitoring of their practices with the babies. In seeking to understand how the babies are evidenced in the reflexive practice of the teacher that is instrumented through the records and the pedagogical documentation, the intention was to answer three questions essentially: 1) How do the periodic records evince the look at the babies?; 2) How can the records become pedagogical documentation with a view in the planning and evaluation of the practices?; 3) How is the pedagogical documentation at the service of the reflexive practice of the teacher? The data confirm a qualified practice with babies, a fundamental element for the reflexive practice to happen in an exploited way by the registers, which in turn become powerful pedagogical documentation if achieving the learning processes of the babies in addition to the achievement of esthetic and visual products. The pedagogical documentation can represent a new path to the childhood education to the extent that it enables the reflexive practice of the teacher and evidences the children in the educational process, but the results denounce the scarce spaces and legitimized time in the children institutions for the team reflection, besides of proposing a more attentive look to the extensive production of registers, specially photographs, which become memory files that are little presented to the children and little used in the educational field in terms of quality.

This qualitative study describes how educators work with the educational documentation in relation to the curriculum's intentions and how the youngest children in pre-school activities are influenced and given involvement in this work. Based on the phenomenological theory of this study, four educators in about 30 minutes have shared their experiences and knowledge of this work during interviews. Because of the general purpose, these questions are answered in the study; 1) How does the educator interpret the educational documentation? 2) How do the educators contribute the children to become involved and influenced by the process of the educational documentation? 3) How shows the educators interpretation of precedence? As well as 4) What child is sought from the perspective of the informants regarding the work with the educational documentation? The outcome of these questions shows that the educators work with the pedagogical documentation includes an attempt to approach children's perspective based on interpretations of children's body language and mimics. This because children without the verbal language can´t express themselves in words in the same way as children with verbal ability. The result also shows that the work involves encouragement and visualization of the "competent child", which may pose a risk as the educators often focus on the children's performance in the documentation. A risk that also could contribute to a deviation from the norm for the introvert, silent and shy children. The idea of ​​the competent child can accordingly lead to consequences in which not every child has the same opportunities for participation and influence, about the children's democratic right, but also a prerequisite for the educational work.

Syftet med studien var att ta reda på hur förskollärare beskriver arbetet med barns delaktighet och inflytande i pedagogisk dokumentation. Studien har utgått från den sociokulturella teorin och för att besvara studiens syfte och frågeställningar har en kvalitativ metod använts. Enskilda kvalitativa intervjuer har genomförts med fyra förskollärare på tre olika förskolor. Resultatet visar att barns delaktighet och inflytande i pedagogisk dokumentation både ses som en möjlighet och en utmaning för förskollärare. Möjligheterna med pedagogisk dokumentation är bland annat att synliggöra barns röster och förslag till fortsatt undervisning. Resultatet visar även att det finns en tvetydighet gällande dokumentation och pedagogisk dokumentation samt barns delaktighet och barns inflytande. Det krävs därmed en samsyn på olika begrepp i förskolan för att skapa möjligheter och inte hinder för barns delaktighet och inflytande i den pedagogiska dokumentationen. Dialog, interaktion och reflektion mellan barn och förskollärare framstår som betydande för att möjliggöra barns delaktighet och inflytande i den pedagogiska dokumentationen.