Belonging, Being and Becoming: The Early Years Learning Framework for Australia emphasises that families have an important role in their children’s learning and it recognises that their earliest development is influenced through these relationships and adds that partnerships can be fostered with families by early childhood educators sharing the children’s documented experiences. The research discussed employed an in-depth structured questionnaire. It involved 37 families with children aged from three to five years who attended an early learning centre in Northern Tasmania, Australia. The aim of this research was to determine these families’ perceptions, beliefs and experiences of educators sharing children’s learning through pedagogical documentation. The documentation included hard copy and digital formats of the children’s learning, capturing their voices and explorations. The findings show that families consider the sharing of documentation fosters family conversations about the children’s learning experiences and helps to create stronger connections between the centre, home and extended family. Another recurring theme from the families’ responses was that children gain pride and a positive sense of identity when their documented work is shared with families.

Item Type:	Refereed Article
Keywords:	Early childhood educators, young children, pedagogical documentation
Research Division:	Education
Research Group:	Education systems
Research Field:	Early childhood education
Objective Division:	Education and Training
Objective Group:	Other education and training
Objective Field:	Other education and training not elsewhere classified
UTAS Author:	Reynolds, B (Dr Bronwyn Reynolds)
UTAS Author:	Duff, K (Mrs Katia Duff)
ID Code:	105082
Year Published:	2016 (online first 2015)
Deposited By:	Education
Deposited On:	2015-12-07
Last Modified:	2018-03-23
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