English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

In this article I present a narrative essay on how a professional development support community in Brazil has reinterpreted the notion of pedagogical documentation based on the way it plans and communicates children’s learning and pedagogical day-to-day life. I begin by retrieving some ideas from the pedagogue Malaguzzi, Loris. [2001; 2017a; 2017b; 2017c] to highlight that the concept of pedagogical documentation is contemporary with the reconstruction of the praxeological knowledge developed within the municipal schools of Reggio Emilia. Furthermore, I differentiate between the verb  to document , the noun  documentation  and the concept of  pedagogical documentation . Finally, I present the notion of context planning, session planning and diffuse communication cycle developed at the Observatory of Childhood Culture – OBECI to exemplify reflective, investigative, projectual and narrative strategies on children’s learning and pedagogical day-to-day life.

Pedagogical documentation as a strategy for planning and communicating children’s learning and pedagogical day-to-day life