The practice of pedagogical documentation in the field of early childhood education and care in Italy has a long and significant tradition, starting in 1991 up to the most recent documents. The pandemic emergency and recent lockdowns in Italy are an invita-tion to focus attention on this theme for two main reasons: the documentation practice is indicated as functional to inclusive pro-cesses; the documenting practices of teachers and educators are changing. This paper discusses the results emerging from an ex-plorative study carried out on the experience of distance education during the lockdown in Italy in the context of 0-6 years early child-hood education and care services collecting the opinion of 412 teachers, educators and coordinators through a questionnaire. In particular, the focus of this study will be on documentation prac-tices through a descriptive analysis of closed answers and a content analysis of open questions. This allows to make the resilient beauty of LEAD visible.
In Italia, la pratica della documentazione pedagogica nell’am-bito dell’educazione e cura dell’infanzia ha una tradizione lunga e significativa, dal 1991 fino a documenti più recenti. L’emergenza pandemica e le recenti esperienze di lockdown invitano a focaliz-zare l’attenzione su questo tema per dueragioni: la pratica di do-cumentazione di educatori e insegnanti è funzionale ai processi in-clusivi, da un lato, edemerge oggi come una pratica in evoluzione, dall’altro. Questo contributo presenta i risultati emersi da uno stu-dio esplorativo condotto sull’esperienza di educazione a distanza durante il lockdown nel contesto dei servizi educativi per l’infanzia 0-6 italiani. Lo studio ha raccolto, attraverso un questionario, il punto di vista di 412 insegnanti, educatori e coordinatori. In parti-colare, proprio il focus sulle pratiche di documentazione, qui inda-gato attraverso un’analisi descrittiva delle risposte chiuse e un’ana-lisi del contenuto delle domande aperte, permette di rendere visi-bile la bellezza resiliente dei legami educativi a distanza.
Antonietti, M., Guerra, M., Luciano, E. (2021). The potential role of pedagogical documentation in italian early education during the coronavirus pandemic [Il ruolo potenziale della documentazione pedagogica nell'educazione precoce italiana durante la Pandemia di Coronavirus]. METIS, 11(2), 307-324 [10.30557/MT00195].
The potential role of pedagogical documentation in italian early education during the coronavirus pandemic [Il ruolo potenziale della documentazione pedagogica nell'educazione precoce italiana durante la Pandemia di Coronavirus]
Guerra, M;Luciano, E
2021
Abstract
The practice of pedagogical documentation in the field of early childhood education and care in Italy has a long and significant tradition, starting in 1991 up to the most recent documents. The pandemic emergency and recent lockdowns in Italy are an invita-tion to focus attention on this theme for two main reasons: the documentation practice is indicated as functional to inclusive pro-cesses; the documenting practices of teachers and educators are changing. This paper discusses the results emerging from an ex-plorative study carried out on the experience of distance education during the lockdown in Italy in the context of 0-6 years early child-hood education and care services collecting the opinion of 412 teachers, educators and coordinators through a questionnaire. In particular, the focus of this study will be on documentation prac-tices through a descriptive analysis of closed answers and a content analysis of open questions. This allows to make the resilient beauty of LEAD visible.File | Dimensione | Formato | |
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