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.

This study deals with pedagogical documentation. With a revised preschool curriculum,where this is a crucial aid for illustrating the learning process of children and educators, aswell as demonstrating the activities of the school, it is of the utmost relevance to further explorethis notion. The study focuses on a single municipality and explores the various ways inwhich its preschools do in reality deal with this issue in correlation with the actual visions andgoals set by that municipality. Through a series of qualitative interviews with educators aswell as with the municipality Head of Education, this study outlines how educational documentationis in fact applied in the schools in question. The gathered data has been interpretedwith a power perspective as well as with a sociocultural perspective in mind. The municipalityin question has gone to great lengths to educate all its preschool staff in pedagogical documentationin accordance with the methods of Reggio Emilia. As it turns out, the definition ofthe concept varies between schools. Furthermore, this study illustrates both flaws and benefits of this aid.

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.

The purpose of this study is to research how preschool teachers describe the participation of children in their pedagogical documentation. The hypothesis that the study is trying to answer are: What is the purpose of pedagogical documentation? How can you make the children a part of the pedagogical documentation? What signifies the choice of the individual documentation tool for the participation of the child during the documentation process? To reassures the empirical investigation of the study and its hypothesis, I used a qualitative research approach and interviews as a collection method. The study has its starting point in the social constructive perspective where also a power structure within the pedagogical documentation is used, as well as different views on children out of the pedagogues perspective. The study shows that the most common approach is reflection, in order to evaluate children in the pedagogical documentation. Reflection is done in various ways but mostly with the help of photographs taken by the pedagogues. Throughout the study it appeared that preschool teachers came to the conclusion that it is very complex to present the participation of the children in their educational documentary work. Depending on a range of different factors, most preschool teachers start to document from the children's point of view in order  to interpret the their learning process. The study also shows that there is a clear power structure in how preschool teachers communicate concerning the children's participation in their pedagogical documentation. The pedagogues control what to document and how the children's learning progress should be documented. / Syftet med denna studie är att undersöka hur förskollärare talar om barns delaktighet i sitt pedagogiska dokumentationsarbete. De frågeställningar som studien försöker svara på är: Vad har förskollärarna för syfte med sitt pedagogiska dokumentationsarbete? Hur görs barnen delaktiga i förskollärarnas pedagogiska dokumentationsarbete? Vilken betydelse har valet av dokumentationsverktyg för barns delaktighet i förskollärarnas pedagogiska dokumentationsarbete? För att få undersöka studiens syfte och frågeställningar har jag använt en kvalitativ forskningsansats och intervjuer som insamlingsmetod. Studien har sin utgångspunkt inom det socialkonstruktionistiska perspektivet där även en maktstruktur inom pedagogisk dokumentation används samt pedagogers olika barnsyn. Studien visar att det vanligaste sättet som barnen görs delaktiga i förskollärarnas pedagogiska dokumentationsarbete är via reflektion. Reflektionen sker på olika sätt men framförallt över bilder som förskollärarna har tagit. Det framgår att förskollärarna tycker att barns delaktighet i deras pedagogiska dokumentationsarbete är komplext och beroende av många olika faktorer. De flesta förskollärarna utgår från ett barnperspektiv där de försöker tolka barnens lärsituationer. Studien visar även att det finns en tydlig maktstruktur i förskollärarnas sätta att tala om barns delaktighet i sitt pedagogiska dokumentationsarbete. Förskollärarna styr vad som ska dokumenteras och hur barnens lärande ska dokumenteras.

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.

Studiens syfte är att undersöka hur förskollärare uppfattar sitt förhållningssätt under dokumentationstillfället samt vad som kan orsaka ett förändrat förhållningssätt hos förskolläraren under tiden han eller hon dokumenterar. Detta kommer att sättas i relation till barns lärande för att få syn på hur förskollärarens förhållningssätt under dokumentationstillfället kan komma att påverka förutsättningarna för barns lärande. Genom en enkätundersökning har vi kommit fram till ett resultat som delats in i fyra kategorier. Kategorierna påvisar tydligt att förskollärarna har delade åsikter vad det gäller vilka förutsättningar de ger för barns lärande under tiden de dokumenterar. Däremot är förskollärarna förhållandevis enade om att läroplanens (Skolverket, 2016) dokumentationskrav skapar stress och att de saknar den utbildning de anser sig behöva för att leva upp till kravet. Till följd av detta upplever förskollärarna att de under dokumentationstillfället upplever en avsaknad av fokus. Förskollärarens bristande fokus under dokumentationstillfället är enligt vårt resultat ett faktum. Slutsatsen visar att en bristande fokus på barnen under dokumentationstillfället kan påverka barns möjligheter till lärande negativt. Genom att förskolläraren är medveten om sitt förhållningssätt och väljer att inkludera barnen i dokumenterandet kan dokumentationstillfället, likt den pedagogiska dokumentationen i sin helhet, gynna barns förutsättningar för lärande.

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.

This dissertation is about educators work with pedagogical documentation in Swedish preschools. The purpose has been to investigate how pedagogical documentation is realized in everyday work in two preschools and examine how educators express themselves on purposes, opportunities and difficulties with this approach. This has been important to study since many preschools have chosen to work with pedagogic documentation to follow up and assure the quality of their work. Since 2010 pedagogical documentation is included in the preschools curriculum. The study was conducted at two different preschools where I followed a total of six educators in two preschool departments for two months in each department. Methods used to collect data were selected based on an ethnographic approach. Data collection consists of field notes, photographs, recorded interviews and documentations from preschools and their working plans. The analysis is based on a curriculum theory perspective, and especially important concepts have been transformation arena and realization arena. Furthermore, frame factor theory and the didactic questions what, how and why, have been used to analyze data. The results show that the documentation works where formulated in different ways depending on the frames and conditions. One preschool unit was at a municipal preschool without any special pedagogical approach. Here the pedagogical documentation was in a startup phase and was one of many tasks in the pedagogical work. The other preschool unit was in a Reggio Emilia inspired preschool who had worked with pedagogical documentation for several years. Here the work with pedagogical documentation was the driving force for developing the work. This ideological difference was reflected in what the educators documented, how they documented and how the documentations were used. Pedagogical documentation was partly be seen as a cumbersome way of working among the participants, whether they are beginners or experienced. It is in the nature of the work with pedagogical documentation that there are no obvious answers, which can lead to some uncertainty whether one is right or not. Other factors leading to frustration is that this approach is time-consuming and that the new technologies available require a lot of skills to be used. The study highlights that continuous training plays a crucial role as one of educator’s preconditions to succeed in the work with pedagogical documentation. In this study, one can also see how ethical aspects constantly makes themselves felt and need to be highlighted. The main impression is that the educators, despite the perceived difficulties, felt that it was stimulating and meaningful to work with pedagogical documentation and that they saw it as a tool for developing their work. / Denna licentiatavhandling handlar om pedagogers arbete med pedagogisk dokumentation inom svensk förskola. Syftet har varit att undersöka hur pedagogisk dokumentation realiseras i vardagen på två förskolor samt undersöka hur pedagogerna uttrycker sig om syfte, möjligheter och svårigheter med detta arbetssätt. Detta har varit viktigt att studera mot bakgrund av att många förskolor har valt att arbeta med pedagogisk dokumentation för att följa upp och kvalitetssäkra sina verksamheter. Sedan 2010 ingår det enligt förskolans läroplan i deras uppdrag att dokumentera. Studien har genomförts på två olika förskolor där jag följt totalt sex pedagoger på två avdelningar under två månaders tid på varje avdelning. Metoder för att samla in data har valts med utgångspunkt i en etnografisk ansats. Datakollektionen består av fältanteckningar, fotografier, inspelade intervjuer, dokumentationer från förskolorna samt deras arbetsplan/verksamhetsplan. Analysen har skett utifrån ett läroplansteoretiskt perspektiv och speciellt viktiga begrepp har varit transformeringsarenan och realiseringsarenan. Vidare har ramfaktorteori och de didaktiska frågorna vad, hur och varför använts för att analysera data. Resultatet visar att dokumentationsarbetet utformades på olika sätt beroende på ramar och förutsättningar. Den ena förskoleavdelningen tillhörde en kommunal förskola utan speciell pedagogisk inriktning. Där var arbetet med pedagogisk dokumentation i en uppstartsfas och en av många arbetsuppgifter i verksamheten. Den andra förskoleavdelningen tillhörde en Reggio Emilia-inspirerad förskola som hade arbetat med pedagogisk dokumentation i flera år. Där var arbetet med pedagogisk dokumentation navet som drev verksamheten framåt. Denna ideologiska skillnad avspeglade sig i vad pedagogerna dokumenterade, hur de dokumenterade och hur dokumentationerna användes. Pedagogisk dokumentation uppfattades delvis som ett svårt arbetssätt bland pedagogerna, både bland nybörjare på området och bland dem som var mer erfarna. Det ligger i arbetssättets natur att det inte finns givna svar, vilket kan leda till en viss osäkerhet om huruvida man gör rätt eller inte. Andra faktorer som leder till frustration är att arbetssättet är tidskrävande och att den nya tekniken ställer stora krav på kompetens för att kunna användas. Studien belyser hur kontinuerlig fortbildning på förkolan spelar en avgörande roll för pedagogernas förutsättningar att lyckas med arbetet med pedagogisk dokumentation. I denna studie kan man också se hur etiska aspekter ständigt gör sig påminda och behöver lyftas fram som viktiga. Huvudintrycket är att pedagogerna, trots de upplevda svårigheterna, ansåg att det var utvecklande och meningsfullt att arbeta med pedagogisk dokumentation och att man såg det som ett fortbildningsverktyg.