Article
Revealing the experience of children and teachers even in their absence: Documenting in the early childhood studio
Journal of Early Childhood Research
(2011)
Abstract
Inspired by the educational approach in the municipal pre-primary schools and infant-toddler centers of
Reggio Emilia, Italy, two studio teachers and a researcher participant in Portland, Oregon capture classroom
work, make investigations and interpretations in the studio as a laboratory space of learning, help children
represent thinking, and collaboratively share their ideas with colleagues, parents, and their local community.
Through their work of documenting young children’s learning, a researcher-participant aims to liberate the
studio teachers’ narrative-episodes with a fundamental question: what meaning can be found in the studio
experiences of documenting young children’s learning? The research results are phenomenological in nature
and cascade into three narrative-episodes and discussions. Conclusions and implications for future research
follow. In the end, the team finds the importance in their studio practice as a way to create meaning in
everyday experiences.
Keywords
- phenomenology,
- early childhood,
- documentation,
- Reggio-inspired
Disciplines
Publication Date
Spring March 8, 2011
DOI
10.1177/1476718X10397903
Citation Information
William A. Parnell. "Revealing the experience of children and teachers even in their absence: Documenting in the early childhood studio" Journal of Early Childhood Research Vol. 3 Iss. 9 (2011) p. 291 - 309 Available at: http://works.bepress.com/william_parnell/32/