Creating Shared Understanding through Documentation: A Case Study in the Concordia Observation Nursery

Creating Shared Understanding through Documentation: A Case Study in the Concordia Observation Nursery

Creating Shared Understanding through Documentation: A Case Study in the Concordia Observation Nursery

Creating Shared Understanding through Documentation: A Case Study in the Concordia Observation Nurserys

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Référence bibliographique [4516]

Thompson, Shelley Elizabeth. 2003. «Creating Shared Understanding through Documentation: A Case Study in the Concordia Observation Nursery». Mémoire de maîtrise, Montréal, Université Concordia, Département des sciences de l’éducation.

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Fiche synthèse

1. Objectifs


Intentions :
« This current research investigated the effectiveness of using documentation panels as a means of fostering parent-parent and parent-teacher relationships. It examined wheter documentation panels create a climate of collaboration and shared understanding among parents, enabling them to recognize the role of social interaction and negociation in learning experiences. The researcher sought to establish whether panels encouraged parents to view their preschool children’s experience within the context of the classroom community and as a culmination of their children’s social interactions ans explorations in the classroom environment.
The primary purpose of this study was to explore the effectiveness of using documentation panels in a small nursery school setting to create a climate of shared understanding, open communication, and collaboration among teachers and parents. Accordingly, documentation panels were designed to assist parents in understanding how their own relationships with each other, their children, their children’s peers and the teachers all played a role in the kinds of experiences their children had. It is believed that the more closely these relationship are explored and understood, the more valuable these early learning experiences will be for parents, teachers, and children. » (pp. 4-5)

Questions/Hypothèses :
« Several specific objectives guided this research in its investigation of the extent to which documentation panels:
- enhance communication among parents and teachers;
- foster parent collaboration in the classroom community;
- successfully convey to parents the cognitive processes that children engage in during investigative project work;
-provide opportunities for parents to offer their own interpretations of and insight into how their children learn; and
- create an atmosphere where parents develop a shared understanding of their children’s learning as it occurs within the context of the classroom environment and peer interactions.
The specific research questions for this project were:
- Are documentation panels successful in fostering positive parent-parent and parent-teacher relationships?
- How do documentation panels create a climate of collaboration and shared understanding?
- Do documentation panels successfully convey to parents that their children’s preschool experience are best understood not in isolation, but as a reflection of their hands-on explorations of the materials in their environment, their interactions with their peers and teachers and, ultimately, their own life experiences? » (p. 16)

2. Méthode


Échantillon/Matériau :
Cinq parents d’enfants de niveau préscolaire

Instruments :
- Questionnaires prétest, posttest et hebdomadaire (sur quatre semaines) au sujet des panneaux muraux;
- Guide d’entretien de groupe;
- Grille d’analyse de vidéos.

Type de traitement des données :
Analyse de contenu et analyse statistique

3. Résumé


« The present study investigated the effectiveness of documentation panels in creating a sense of shared understanding and community among parents and teachers in the Concordia Observation Nursery. It is suggested, particularly by the educators of the municipal preschools in Reggio Emilia, Italy, that documentation informs parents and teachers about children’s interests, competencies, and approaches to learning. For this case study five parents, whose preschool children attended the Nursery, were asked to view a series of four documentation panels over the course of four weeks. The parents were videotaped while viewing the panels and completed one questionnaire for each of the panels. Each participant also took part in a focus group and completed a pre- and post-study questionnaire. Some of the parents and the primary researcher also used journals to record their thoughts and comments regarding their experience during the course of the study. All of the data were coded and analysed for evidence of the extent to which documentation panels (a) enhance communication, collaboration and shared understanding among parents and teachers, (b) foster positive relationships between parents with each other and with teachers, and (c) help parents to understand the preschool experience as an interactive endeavour. The findings suggest that documentation panels are effective in promoting a sense of community and conveying to parents the teachers’ intentions in guiding their children’s learning experiences. » (p. iii)