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Okul Öncesi Eğitimde Belgeleme

Documenting in Preschool Education

Journal Name:

  • Eğitim ve Gelecek Dergisi

Publication Year:

  • 2013

Key Words:

Keywords (Original Language):

Author Name
Abstract (2. Language): 
The article discusses two discourses of documenting in preschool practice: discourse of power and participatory discourse. The discourse of power shapes documenting as a mean of power over children and over teachers and develops a model of documenting as a way of controlling of educational process. In this discourse we have identified several possible meanings of documenting: documenting as technical solution and control; as invisible practice; as an obligation; as individual responsibility of teachers; as observation and monitoring of children’s needs and interests and as a perspective. In the participatory discourse pedagogical documentation becomes a tool for reflective practice of teachers with a purpose of getting a deeper understanding of own practice. The meanings of documenting in the participatory discourse can be: documenting as emancipation and dialogue; as research and reflection; as process of collaboration; as visible learning; as multi-perspective; as retrospective and perspective; as reconstructing roles of the child and teacher and as a synthesis. A critical analysis of the meaning in the two discourses may contribute to the reconstruction of ethical foundationsand to defining directions in the operationalisation of a purpose and function of documenting.
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Abstract (Original Language): 
Bu makalede okul öncesi eğitim uygulamalarında belgeleme ile ilgili iki farklı söylem tartışılmaktadır: Güç söylemi ve katılımcı söylem. Güç söyleminde belgeleme öğrenciler ve öğretmenler üzerinde güç olarak görülür ve eğitim sürecini kontrol etmenin bir yolu olarak belgeleme modeli geliştirilir. Bu söylemde belgelemenin bazı olası anlamları şöyle belirlenmiştir: teknik kontrol ve çözüm için belgeleme, görülmeyen uygulama olarak, bir zorunluluk olarak, öğretmenlerin bireysel sorumluluğu olarak, öğrencilerin ilgi ve ihtiyaçlarını gözlemlemek ve izlemek için belgeleme.Katılımcı söylemde ise pedagojik belgeleme öğretmenlerin kendi uygulamalarına daha derin bir anlayış geliştirme amacıyla yansıtıcı uygulamalarda bir araç haline gelir. Katılımcı söylemde belgelemenin anlamları şöyle sıralanabilir: Diyalog ve iletişim, araştırma ve yansıtma, öğrenme, işbirliği süreci, öğrenci ve öğretmen rolleri, sentez için belgeleme. Her iki söylemin eleştirel analizi sonunda belgelemenin amacı ve işlevinin tanımlanması etik kurumlara katkı sağlayabilir.
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  • 4
109-122
  • English

REFERENCES

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