Pedagogical photo documentation for play in early childhood education and care

Abstract

ABSTRACT This study explored options for pedagogical photo documentation in early childhood education and care (ECEC) practices to hear the voices of children, parents, and guardians in ways that make developing the documentation manageable for practitioners. Two Japanese kindergartens participated in an action research project entitled ‘Wall Newspapers for Children’. Classroom teachers composed and provided daily pedagogical photo documentation focused on children’s free play and later shared it with the children and their parents or guardians. A total of 194 parents and guardians completed a questionnaire about the documentation’s influence. Narrative episodes of children’s play revealed that the documentation mediated the following dispositions of children’s participation: (1) encouraging children to participate in their new environment and get involved in subsequent play activities for several days, and (2) getting the children to develop and create play activities by themselves. The questionnaire results showed that the documentation enhanced the parents’ and guardians’ communication with their children and with other parents, practitioners, and children in the classroom, encouraging them to talk about their children’s play and learning. The implications of these findings for capturing and improving the quality of ECEC through meaning-making discourse are discussed.