000			03694nam a22003137a 4500
999			_c154264 _d154264
003			ZW-GwMSU
005			20200827113150.0
008			200820b ||||| |||| 00| 0 eng d
020			_a9780415661256 (hbk.)
020			_a9780415661263 (pbk.)
040			_bEnglish _erda _cMSU
041			_aeng
050	0	0	_aLB1139.3.S34 ALA
100	1		_aAlasuutari, Maarit _eAuthor
245	1	0	_aAssessment and documentation in early childhood education _ccreated by Maarit Alasuutari, Ann-Marie Markström and Ann-Christine Vallberg-Roth.
260			_aLondon _bRoutledge _c2014
300			_a149 pages _c24 cm
336			_atext _2rdacontent
337			_aunmediated _2rdamedia _bn
338			_avolume _2rdacarrier _bnc
504			_aIncludes bibliographical references and index.
505			_apt. I. A view on curricula, didaktik and teachers : Assessment and documentation in the ECE curriculum: a focus on the Nordic tradition ; Different forms of documentation and assessment in ECE ; Teachers in intensified assessment and documentation practices: a didaktik approach -- pt. II. Auditing the child : Documentation and listening to the children ; The 'normal' child -- pt. III. Focus on parenthood : The governance and the pedagogicalization of parents ; Parenthood between offline and online: about assessment and documentation -- pt. IV. Conclusion : Dilemmas of assessment and documentation -- Appendix : Notes on the data examples
520			_a"Documentation in early childhood education is typically seen as a means to enhance the quality of care and education, and as a way to take account of the child's view. Assessment and Documentation in Early Childhood Education considers the increasing trend towards systematic child documentation especially in early childhood institutions. The authors present ways in which assessment and evaluation is done sometimes explicitly but more often implicitly in these practices, and explore its means, aims, forms, and functions. They also examine the rationalities of child documentation from the perspective of professional practice and professionalism and suggest that documentation and assessment practices can weaken and constrain but also empower and strengthen teachers, children and parents. Topics explored include: Different forms of documentation and assessment; Documentation and listening to the children; Dilemmas of assessment and documentation; Participation by children; and Involvement of parents. This timely book will be appealing for those studying in the field of early childhood education, teacher education, special education, general education, social work, counselling, psychology, sociology, childhood studies, and family studies." _b"Documentation in early childhood education is typically seen as a means to enhance the quality of care and education, and as a way to take account of the child's view. This timely book considers the increasing trend towards systematic child documentation especially in early childhood institutions. The authors present ways in which assessment and evaluation is done sometimes explicitly but more often implicitly in these practices, and explore their means, aims, forms, and functions. They also examine the rationalities of child documentation from the perspective of professional practice and professionalism and suggest that documentation and assessment practices can weaken and constrain but also empower and strengthen teachers, children and parents"
650		0	_aEarly childhood education _zScandinavia
650		0	_aEducational evaluation _zScandinavia
700	1		_aMarkström, Ann-Marie _eAuthor
700	1		_aVallberg-Roth, Ann-Christine _eAuthor
942			_2lcc _cB