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Tarr, P. (2010). Curiosity, Curriculum and Collaboration Entwined: Reflections on Pedagogical Documentation. Canadian children, 35(2), 10-14.

To help you think about peer review dialogues (adapted from our MA level marking criteria for ped doc):

‘some of the underlying goals that motivate documentation,  (are related to)  the desire to create new relationships (with) children and their experiences’  (Turner and Wilson, 2010, p. 9). Please could you explain how this work has provoked your thoughts and how this might have helped you to have a new relationship with, or empathy for children and their experiences. For example, how did this documentation help to make young children visible as protagonists?

The learning outcomes for this module are below.

-a detailed knowledge and understanding of key current Early Childhood issues and themes related to pedagogy and practice;

-developed skills in analysis and synthesis of a range of ideas relating to history, philosophy, theory, research and practice in Early Childhood Studies;

-developed skills in evaluating approaches to curriculum, planning and assessment for young children;

-considered a range of key perspectives to teaching practice in the Early Years Foundation Stage (EYFS);

-a critical understanding of the wider ethical, political and social implications of Early Childhood Studies and be able to debate issues in relation to ethical perspectives in early years;

Criteria for the pedagogic documentation in Master’s Level Early Childhood Pedagogy and Practice:

-must be about or relevant with regard to early years pedagogic principles (birth to age 8)

-must be conducted in accordance with the MA ECS ethics of observing children.

-If children were observed and photographs, permission must have been granted and Form C must be submitted with the work on turn-it-in

-must provide commentary and raise questions related to pedagogy with young children

-must be related to one of the learning outcomes for the module (please identify this in your abstract)

-must be fit for purpose with regard to the audience and how the document will be used (please identify this in your abstract)

-must demonstrate that you have at least a ‘good’ understanding of relevant literature

          -M level academic literature is found on the reading list for the module (on moodle)

-Engagement with the literature is evidenced by more than just making reference to an idea in connection to your work, but showing (in the case of theory) that you know the details of how the theory was derived, the depth and breadth of the theory, and its broader implications; (in the case of research) that you understand how the findings were determined and you have given consideration to the strengths or weaknesses of the research in relation to the overall body of research in that area.

-This will require that it is clear to the reader of your work that you understand the difference between theories and research. For our purposes, theories are those ideas that are based on a collection of ‘evidence’ and form a position in relation to a concept. Research can have many forms, but it should be specific, and based on a particular method to collect evidence.

-A better than good understandings of the literature are evidenced by your critical engagement with the literature, your use of the literature to raise questions, and possibly your questions about the literature that are raised by your documentation

-Wide reading is desired, but also you must be able to show an engagement with the wider reading, as well as a depth of knowledge regarding the literature. In other words, making reference to 30 sources does not show evidence of engagement with wider reading. The reader of your work must be able to clearly see how you have engaged, and for the highest marks, how you have ‘an authoritative grasp of a very good range of relevant literature and in-depth understanding of concepts and theories demonstrating an integration of relevant literature and analysis’ and how you have used your pedagogic document to engage in an ‘iterative processes of critique, including critical analysis of theory using practice and/ or other theory, and a further critical analysis or the generation of models drawing upon that analysis’.