Documentation in Institutional Contexts of Early Childhood

Chapter 1 Introduction: The Ambivalence of Documentation in Institutional Contexts of Early Childhood

Chapter 2 Risk Screenings After Birth in the Context of Early Support

Chapter 3 Documentation of Children’s Language Development

Chapter 4 The Present Future: Child Assessment Tools as a Passage for Inscribing Ideas of Future into the Present

Chapter 5 Constructing Appropriate Information in School Transition. Documents as Institutional Agents of Topicalising Children’s (In)Capabilities and Pedagogical Practices

Chapter 6 The Logics and Practices of Documenting Diagnostic Findings in School Entry Proceedings

Chapter 7 Children’s Participation in ECE Documentation—Creating New Stories

Chapter 8 Examining Children’s and Adults’ Ways of Looking in Kindergarten: An Analysis of Documented Observations from the 1930s

Chapter 9 Documenting Children in Alternative Care Services: Transitional Spaces Between ‘Being Spoken for’ and ‘Speaking for Oneself’

Chapter 10 The Risks of Reification: Using ‘Professional Risk’ to Understand Why and How Teachers Choose to Document (Some of) Children’s Ideas and Actions

Chapter 11 Documents in Interaction: A Case Study on Parent–Teacher Meetings (ECEC)

Chapter 12 Keeping an Eye on Children. Observation and Documentation as a Constitutive Feature of Professionalism in German ECEC

Chapter 13 Super-Documentation? Roads to Digitalisation of Documentation and their Implications