Early educators’ perspective and experience using pedagogical documentation to support individualizing for children with disabilities in inclusive settings

Abstract

ABSTRACT This mixed-method, three-phased study examined four early educators’ experiences in implementing pedagogical documentation. Pedagogical documentation is a collaborative process between adults and children by which concrete examples of an individual child’s thinking are observed, analyzed, interpreted, and then applied to extend the child’s learning. Study results identified three themes, including (a) changes to teaching and learning behaviors, (b) relationship building and, (c) customization of inclusion and individualization. Participants credited pedagogical documentation with facilitating changes to their teaching practices and to how they individualized and included four children with disabilities. They reported that the collaboration and observation components of pedagogical documentation strengthened their relationships with and altered their perspective of the child. The participating early educators also linked positive changes in the child’s learning behaviors to the child’s participation in the process. These findings affirm the utility of pedagogical documentation in supporting early educators’ efforts to include and individualize for young children with disabilities.