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dc.contributor.authorSevey, Leslie A
dc.date.accessioned2019-10-28T04:45:26Z
dc.date.available2019-10-28T04:45:26Z
dc.date.created2018-09-04 23:57
dc.date.issued2010-01-01
dc.identifieroai:digitalcommons.uri.edu:dissertations-2368
dc.identifierhttp://digitalcommons.uri.edu/dissertations/AAI3451832
dc.identifier.urihttp://hdl.handle.net/20.500.12424/2387888
dc.description.abstractThis study examines the role of pedagogical documentation on young children's thinking processes. Pedagogical documentation is utilized as part of the Reggio Emilia Approach for several purposes, such as assessment, curriculum planning, and instructional accountability. This study was conducted in a kindergarten classroom that utilizes the Reggio Emilia Approach, at a laboratory school on a college campus. Acting in the role of participant observer I spent nine weeks observing and at times interacting with the students as they engaged in activities involving science kits. I specifically looked at the experiences of the children as they interacted with the pedagogical documentation, either independently or as mediated by the teacher. As the pedagogical documentation was gradually introduced into the setting with increasing use and attention, its impact on the students' thinking processes, including memory, reflection, critical thinking, and metacognition, began to emerge. The results indicated that the pedagogical documentation was most effective in supporting young children's thinking processes when its use was mediated by an adult. Additionally, as the children in the classroom were increasingly exposed to the pedagogical documentation, and as the teacher modeled its use, the children began to use it as a mental tool. These findings offer implications for early childhood educators seeking to implement the Reggio Emilia Approach, and for those seeking to understand more fully the role of pedagogical documentation in developing young children's thinking processes. ^
dc.languageEN
dc.publisherDigitalCommons@URI
dc.sourceDissertations and Master's Theses (Campus Access)
dc.subjectEducation, Early Childhood|Education, Curriculum and Instruction
dc.titleThe role of pedagogical documentation in developing young children's thinking processes
dc.typetext
ge.collectioncodeOAIDATA
ge.dataimportlabelOAI metadata object
ge.identifier.legacyglobethics:15013273
ge.identifier.permalinkhttps://www.globethics.net/gel/15013273
ge.lastmodificationdate2018-09-04 23:57
ge.lastmodificationuseradmin@pointsoftware.ch (import)
ge.submissions0
ge.oai.exportid149801
ge.oai.repositoryid851
ge.oai.setnames Theses (Campus Access)
ge.oai.setspecpublication:dissertations
ge.oai.streamid2
ge.setnameGlobeEthicsLib
ge.setspecglobeethicslib
ge.linkhttp://digitalcommons.uri.edu/dissertations/AAI3451832


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