| Description |
1 online resource (252 pages) |
| Contents |
Intro -- Contents -- Introduction: The Ambivalence of Documentation in Institutional Contexts of Early Childhood -- 1 Documentation and the Changing Institutional Contexts of Early Childhood -- 2 The Thematic Viewpoints of This Book -- 2.1 Observing and Assessing 'Normal' Development -- 2.2 Children's Participation in Documentation -- 2.3 Constructions of Professionalism -- 3 Conclusion -- References -- Assessing 'Normal' Development -- Risk Screenings After Birth in the Context of Early Support -- Abstract -- 1 Context, Origin and Function of Risk Screenings in Early Prevention |
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2 State of Research on Risk Screenings in Early Prevention and Intervention -- 3 Methodology and Heuristic Concepts -- 4 Detailed Analysis of the 'Indication Form for an In-Depth Conversation' ('Anhaltsbogen') -- 4.1 Document Title, Subtitle, and Authentication -- 4.2 The Five Indications -- 4.3 The Guidelines -- 5 Discussion and Conclusion -- References -- Documentation of Children's Language Development -- Abstract -- 1 Introduction -- 2 Two Years Behind -- 3 A Policy Ethnography Approach -- 4 Language as Structure or Interaction -- 5 Language Development as a Reading-Oriented Strategy |
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6 A Focus on Vocabulary and Written Language -- 7 Representations of Young Children's Language Development-Language as Numbers -- 8 Conclusion and Discussion -- References -- The Present Future: Child Assessment Tools as a Passage for Inscribing Ideas of Future into the Present -- Abstract -- 1 Opening Scene -- 2 Theoretical and Methodological Orientation: A Multi-sited Ethnographic Approach -- 3 The Assessment as an Obligatory Point of Passage -- 4 The Present Future-The Future Present -- 5 The Double Gesture of Assessing -- 6 Concluding Remarks -- References |
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Constructing Appropriate Information in School Transition. Documents as Institutional Agents of Topicalising Children's (In)Capabilities and Pedagogical Practices -- Abstract -- 1 Introduction-Approaching Transition Documents Through the Lens of Documentality -- 2 School Transition as an Intervening Phase of Two Institutions -- 3 Documenting for Transition-An Institutional Practice of Problematising Children's Individuality? -- 4 Setting Differing Premises for Documentation with Transition Document Forms -- 5 Constructing Appropriate Information for School in Teachers' Writings |
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5.1 Focusing on Child's Individual (In)Capabilities and Functional Practices -- 5.2 Suggesting Future Arrangements and Making Plans for the Transition -- 6 Concluding Discussion -- References -- The Logics and Practices of Documenting Diagnostic Findings in School Entry Proceedings -- Abstract -- 1 Introduction -- 2 Documentations and Assessments in Early Childhood -- 3 Theoretical and Methodological Premises -- 4 Analysis of Empirical Material on Practices and Logics of Documentation in School Enrolment Procedures -- 4.1 Analysis of the Assessment Sheet in Primary School A |
| Summary |
Internationally, documentation has gained importance in institutional contexts of early childhood during the last 20 years. This edited volume illuminates different practices and aspects of documentation in early childhood and provides theoretically informed analytical perspectives on documentation in childhood institutions. Whilst drawing on different national and early service contexts, the edited volume explores the ways in which documentation may be consequential in childhood and in the practices of early childhood professionals. The different chapters examine assessment and normativity in documentation, children's participation in it, and the impact of documentation on professionalism. The edited volume is targeted to students, researchers and professionals in the field of education and social sciences. Editors Dr. Maarit Alasuutari works as Professor at Department of Education of University of Jyväskylä, Finland. Dr. Helga Kelle works as Professor at Department of Education of Bielefeld University, Germany. Dr. Helen Knauf works as Professor at Department of Social Work at Bielefeld University of Applied Sciences, Germany |
| Notes |
4.2 The Document 'in Action' in the Case of 'Jegor' |
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Print version record |
| Subject |
Early childhood education.
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early childhood education.
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Early childhood education
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| Form |
Electronic book
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| Author |
Alasuutari, Maarit
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Kelle, Helga
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Knauf, Helen
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| ISBN |
9783658281939 |
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3658281936 |
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