Pedagogical Documentation as a “Bridge” Between Parents and the Early Childhood Curriculum
Parents’ involvement in early childhood education is of great importance. In Greece, many educators still hesitate to involve parents in their school’s daily program. They also do not use pedagogical documentation in the educational process as it is not included in the official curriculum. Our main...
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MDPI AG
2024-12-01
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| Series: | Social Sciences |
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| Online Access: | https://www.mdpi.com/2076-0760/14/1/7 |
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| author | Domna (Mika) Kakana Alexandra Gkloumpou |
| author_facet | Domna (Mika) Kakana Alexandra Gkloumpou |
| author_sort | Domna (Mika) Kakana |
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| description | Parents’ involvement in early childhood education is of great importance. In Greece, many educators still hesitate to involve parents in their school’s daily program. They also do not use pedagogical documentation in the educational process as it is not included in the official curriculum. Our main goal was to bring parents closer to the early childhood curriculum, in an active and participatory way, through the documentation process. The main research question referred to the way in which the systematic use of pedagogical documentation can help parents understand the kindergarten’s daily curriculum and participate in it in a new way, in a country where pedagogical documentation is not mandatory. We used collaborative action research between ten kindergarten educators from five schools and two researchers from the same university department. The methodological tools were a researchers’ diary, two digital questionnaires for the educators (pre-/post-implementation) and a post-implementation digital questionnaire for the parents. The results showed that the documentation helped the educators to bring the parents closer to the kindergarten’s daily program and made them feel as if they could participate in it creatively. Also, the documentation derived from the children, educators and parents constructed a community of relations, participation, shared values and learning among them. |
| format | Article |
| id | doaj-art-c6c4317d386542d99a2e08b828243648 |
| institution | Kabale University |
| issn | 2076-0760 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | MDPI AG |
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| series | Social Sciences |
| spelling | doaj-art-c6c4317d386542d99a2e08b8282436482025-01-24T13:49:39ZengMDPI AGSocial Sciences2076-07602024-12-01141710.3390/socsci14010007Pedagogical Documentation as a “Bridge” Between Parents and the Early Childhood CurriculumDomna (Mika) Kakana0Alexandra Gkloumpou1Faculty of Education, School of Early Childhood Education, Aristotle University of Thessaloniki, Aristotle University Campus, 541 24 Thessaloniki, GreeceFaculty of Education, School of Early Childhood Education, Aristotle University of Thessaloniki, Aristotle University Campus, 541 24 Thessaloniki, GreeceParents’ involvement in early childhood education is of great importance. In Greece, many educators still hesitate to involve parents in their school’s daily program. They also do not use pedagogical documentation in the educational process as it is not included in the official curriculum. Our main goal was to bring parents closer to the early childhood curriculum, in an active and participatory way, through the documentation process. The main research question referred to the way in which the systematic use of pedagogical documentation can help parents understand the kindergarten’s daily curriculum and participate in it in a new way, in a country where pedagogical documentation is not mandatory. We used collaborative action research between ten kindergarten educators from five schools and two researchers from the same university department. The methodological tools were a researchers’ diary, two digital questionnaires for the educators (pre-/post-implementation) and a post-implementation digital questionnaire for the parents. The results showed that the documentation helped the educators to bring the parents closer to the kindergarten’s daily program and made them feel as if they could participate in it creatively. Also, the documentation derived from the children, educators and parents constructed a community of relations, participation, shared values and learning among them.https://www.mdpi.com/2076-0760/14/1/7pedagogical documentationfamily involvementcollaborative teaching and learningearly childhood educationcollaborative action researchclassroom space |
| spellingShingle | Domna (Mika) Kakana Alexandra Gkloumpou Pedagogical Documentation as a “Bridge” Between Parents and the Early Childhood Curriculum Social Sciences pedagogical documentation family involvement collaborative teaching and learning early childhood education collaborative action research classroom space |
| title | Pedagogical Documentation as a “Bridge” Between Parents and the Early Childhood Curriculum |
| title_full | Pedagogical Documentation as a “Bridge” Between Parents and the Early Childhood Curriculum |
| title_fullStr | Pedagogical Documentation as a “Bridge” Between Parents and the Early Childhood Curriculum |
| title_full_unstemmed | Pedagogical Documentation as a “Bridge” Between Parents and the Early Childhood Curriculum |
| title_short | Pedagogical Documentation as a “Bridge” Between Parents and the Early Childhood Curriculum |
| title_sort | pedagogical documentation as a bridge between parents and the early childhood curriculum |
| topic | pedagogical documentation family involvement collaborative teaching and learning early childhood education collaborative action research classroom space |
| url | https://www.mdpi.com/2076-0760/14/1/7 |
| work_keys_str_mv | AT domnamikakakana pedagogicaldocumentationasabridgebetweenparentsandtheearlychildhoodcurriculum AT alexandragkloumpou pedagogicaldocumentationasabridgebetweenparentsandtheearlychildhoodcurriculum |