This presentation is based on a research project focusing on Norwegian teachers’ planning and documentation of children’s learning in preschool. Norwegian preschools follow a national curriculum and teachers are obliged to document both professional practice and learning outcomes. The aim of the study was to investigate teachers’ experiences of challenges, problems and dilemmas related to their planning and documentation. Questions asked are: ‘How do teachers plan their work with the children?’, ‘What is the focus in documentation?’, and ‘How do teachers express relationships between planning and documentation?’
The use of documentation as a tool to gain knowledge of preschool quality and children’s learning seems to be a dominant, and sometimes even an unchallenged discourse in research and preschool practice. Less clear and more debatable questions relate to what, how, why and for whom preschool teachers should plan and document young children’s wellbeing and learning. Relationships between documentation and curriculum goals are often acknowledged, even though this is a relationship that can be questioned and, at times, be regarded as problematic. On the one hand it is suggested that learning among preschool children (1-5 years of age) should be based on the child's experience, interests and needs. On the other hand it is argued that learning processes among children in preschool should be based on values and/or goals that set out the focus for children’s learning. Findings from the research project reveal that there are specific problems and dilemmas connected to relationships between teachers’ planning, documentation and reflection on children’s learning in preschool.
Keywords for the presentation: Preschool, children’s learning, documentation, planning, preschool quality.
