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Early childhood educators' reflections on pedagogical documentation.

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Title: Early childhood educators' reflections on pedagogical documentation.
Authors: Alaçam, Nur1 (AUTHOR) nralacam@gmail.com
Source: European Early Childhood Education Research Journal. Apr2026, Vol. 34 Issue 2, p324-341. 18p.
Subject Terms: *Documentation, *Reflective teaching, *Educational outcomes, *Early childhood education, *Preschool education, *Reflective learning, *Teaching methods
Geographic Terms: Reggio Emilia (Italy)
Abstract: Pedagogical documentation is viewed as an indicator of quality early learning experiences in many countries. This study aimed to provide a comprehensive perspective on pedagogical documentation by investigating its benefits, challenges and suggestions based on educators' experiences in a Reggio Emilia-inspired preschool in the United States, which gives crucial importance to documentation in the teaching and learning process. Ten early childhood educators were interviewed, and their documentation examples (portfolio, newsletter, journal, bulletin board) were reviewed. The findings showed that pedagogical documentation is primarily used for reporting the children's progress and making the learning process visible to families. Although educators expressed pedagogical documentation as a tool for reflection on their teaching, they also viewed this as a challenge and did not integrate reflections into the majority of the documentation. Moreover, a variety of other challenges and suggestions concerning the pedagogical documentation processes were discussed. The results present implications for optimizing the pedagogical documentation practices. [ABSTRACT FROM AUTHOR]
Copyright of European Early Childhood Education Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Early childhood educators' reflections on pedagogical documentation.
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  Data: <searchLink fieldCode="AR" term="%22Alaçam%2C+Nur%22">Alaçam, Nur</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> nralacam@gmail.com</i>
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  Data: <searchLink fieldCode="JN" term="%22European+Early+Childhood+Education+Research+Journal%22">European Early Childhood Education Research Journal</searchLink>. Apr2026, Vol. 34 Issue 2, p324-341. 18p.
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  Data: *<searchLink fieldCode="DE" term="%22Documentation%22">Documentation</searchLink><br />*<searchLink fieldCode="DE" term="%22Reflective+teaching%22">Reflective teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Preschool+education%22">Preschool education</searchLink><br />*<searchLink fieldCode="DE" term="%22Reflective+learning%22">Reflective learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Reggio+Emilia+%28Italy%29%22">Reggio Emilia (Italy)</searchLink>
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  Label: Abstract
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  Data: Pedagogical documentation is viewed as an indicator of quality early learning experiences in many countries. This study aimed to provide a comprehensive perspective on pedagogical documentation by investigating its benefits, challenges and suggestions based on educators' experiences in a Reggio Emilia-inspired preschool in the United States, which gives crucial importance to documentation in the teaching and learning process. Ten early childhood educators were interviewed, and their documentation examples (portfolio, newsletter, journal, bulletin board) were reviewed. The findings showed that pedagogical documentation is primarily used for reporting the children's progress and making the learning process visible to families. Although educators expressed pedagogical documentation as a tool for reflection on their teaching, they also viewed this as a challenge and did not integrate reflections into the majority of the documentation. Moreover, a variety of other challenges and suggestions concerning the pedagogical documentation processes were discussed. The results present implications for optimizing the pedagogical documentation practices. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Group: Ab
  Data: <i>Copyright of European Early Childhood Education Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/1350293X.2025.2501316
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      – Code: eng
        Text: English
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        Type: general
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      – SubjectFull: Educational outcomes
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      – SubjectFull: Early childhood education
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      – SubjectFull: Preschool education
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              Text: Apr2026
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