Revealing the experience of children and teachers even in their absence: Documenting in the early childhood studio

Abstract

Inspired by the educational approach in the municipal pre-primary schools and infant-toddler centers of Reggio Emilia, Italy, two studio teachers and a researcher participant in Portland, Oregon capture classroom work, make investigations and interpretations in the studio as a laboratory space of learning, help children represent thinking, and collaboratively share their ideas with colleagues, parents, and their local community. Through their work of documenting young children’s learning, a researcher-participant aims to liberate the studio teachers’ narrative-episodes with a fundamental question: what meaning can be found in the studio experiences of documenting young children’s learning? The research results are phenomenological in nature and cascade into three narrative-episodes and discussions. Conclusions and implications for future research follow. In the end, the team finds the importance in their studio practice as a way to create meaning in everyday experiences.