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Pedagogical documentation in early childhood education

teacher and girl

What does your early years classroom say about you, and the children within it – About how they think, their learning, your teaching, their play and their ideas?

Pedagogical documentation helps to answers these questions, and supports children’s and teachers’ inquiry. This not only makes children’s learning visible, but also promotes teachers’ continuous professional learning.

This aligns with the National Quality Standard and Early Years Learning Framework and provides a foundation upon which teachers and children can construct new knowledge and propose new educational possibilities. Participants, enabling children and adults to learn together.

What will you gain through this workshop?

  • an introduction to the philosophical and theoretical underpinnings of Pedagogical Documentation as a way of knowing for both children and adults
  • strategies for Pedagogical Documentation
  • experience undertaking a ‘mini’ Pedagogical Documentation project

You will leave the session with a new attitude to documentation; not viewing it as a chore or a requirement, but as a positive strategy that can energise, inform and transform your practice.

Register for this session

Engaging title Pedagogical Documentation in early childhood education
Presented by Jane Merewether.

Date: Saturday 5 August 2017

Time: 9am – 12noon

Venue: Building 501, Curtin University, Kent Street, Bentley

Standard: $80
Curtin staff/student: $40
All attendees will receive a signed certificate of participation, and there will be tea/coffee provided.

jane merewhether

About your presenter

Jane Merewether spent 18 years as an early childhood educator before turning her sights to tertiary education. She has won a number of awards for her teaching, including a National Excellence in Teaching Award. Jane’s research interests include the educational project of Reggio Emilia, strengthening relationships between research and practice, early childhood settings as places of encounter, and listening to children in research and pedagogy.