Testimonials

Elza Gheorghiu
Expert (Romania)
I found very useful the way the handbook was thought, because it can both be used by beginner teachers (for example, in the first year of teaching) but also for the well-experienced teachers. In this regard, the handbook will be useful for future generations, keeping in mind that its topics are up-to-date.

Daniela Comarzan
School Director (Romania)
As part of the school's staff I would highly recommend the Handbook to our debutants teachers. In this regard, they could become familiar with the whole process of the child's documentation in their first years as teachers, being able to keep up to date even the more experienced colleagues.

Joana Filipa da Costa Bernardo
Expert (Portugal)
Considering that pedagogical documentation should be thought of as an important element in the professional development of early childhood educators, encouraging reflection on practice and, furthermore, meta-reflection on educational practices and quality in education, the document under analysis seems urgent and important to us. In fact, pedagogical documentation is not merely a direct representation of what children do and say, but a social construction in which the educator, through what they select, interprets what is happening and what they value. Ultimately, it is an act that, although partial and contextual, can be seen as a learning and communication process that presupposes reflection, dialog and involvement between children, educators, families, institutional staff and policymakers. In addition to other aspects, we value the coherence between the document and the guiding documents for Early Childhood Education, since the principles of early childhood pedagogy advocated by the Portuguese Curriculum Guidelines for Pre-School Education (OCEPE) are well reflected in the document. It should be noted that the language used is clear, accessible and scientifically consistent and, from our point of view, it is possible to observe an integrative reception of the diversity and uniqueness of the approaches of the four countries in question. The strategy of mobilizing practical examples, questioning, the use of illustrative figures and simple but complete descriptions also become important aspects in understanding the message to be conveyed. It seems to us to be a well thought-out strategy, making the document itself more interesting for a light and fluid reading, which generates some enthusiasm in the reader. Finally, the last point of the document, on ethics in the documentation/evaluation process with children, is also a very important chapter to take into account in this process.

Amelia Marchao
Expert (Portugal)
I would highlight the relevance, coherence and clarity of the content, and the possibility of easily transferring it to practice. A suitable manual for the educational practice of early childhood educators which also encourages participatory pedagogy(ies). A very suitable handbook for those who are already working and equally important in the context of initial and ongoing training of early childhood educators. Congratulations to the team.

Filomena Garcia
Teacher (Portugal)
I consider all the chapters to be have relevant and interesting points because they meet the objectives defined on page 4. The concept of Holistic Pedagogy was very well explained and, for me, it is possible to relate it to the OCEPE; I also found the Ethical principles and the Synopsis to be splendidly coinceived/written. I particularly liked the clarity of the different contents which makes it easier for educators to acquire the skills mentioned on page 4 as well as the Suggestions for self-reflection, which are often overlooked. I, thus, think that those who, like me, have practiced pedagogical documentation, but have learned through self-training, will find it very useful to read the manual, especially chapters 1 and 2, because they facilitate self-reflection on our practice.

Joana Isabel Nunes Teixeira
Teacher (Portugal)
The manual is very interesting because it addresses fundamental questions about educational documentation. In particular,the appearance of concrete cases throughout the handbook allows us to better grasp the information as well as enriching our knowledge.

Susana Paula de Jesus Pombo Lopes
Teacher (Portugal)
The systematization of the theme is very intuitive because it denotes knowledge of the reality, despite referring to different countries, regarding praxis in Early Childhood Education. It is a good resource to base the collection of pedagogical documentation on, as well as a reference for how to do it, contributing greatly to the construction of the Group Curriculum Project as a document that is open during the school year and which plays an extremely important role in the construction of the Emerging Curriculum. Ethical issues are very pertinent because, in my individual journey, I have always prioritized my actions as an educator, but with the parents' consent, although I have always tried to involve them. In relation to the child, it has allowed me to see beyond the object of study and to transpose into joint reflection something that I have developed when I increasingly use the children's interests and their involvement in the projects I develop with each one, within the group. The idea of the importance of sharing with other professionals based on a reflection of the pedagogical documentation, which is already done very informally, makes perfect sense in an informed way, to which the guidelines emanating from the OCEPE and the brochure Planear e Avaliar na Educacao Pre-Escolar (Planning and Assessing in Pre-School Education) greatly contribute. The availability of references to written works, as well as digital resources, organized by chapter, is very enriching and facilitates the deepening of the themes.

Anonymous
Teacher (Ireland)
It is very well laid out, easy to read and each section follows on from the previous thus an easy flow for the reader. all information is relevant and language is understandable. The reader gets to delve into different approaches in regard to documentation, reflection, but also the relationship that documentation has with children's learning. this handbook allows the reader to consider many aspects and dimensions of pedagogical documentation while suggesting tools to help the reader to really evaluate themselves as educators. I also love the extra reading material/videos that are entwined within the handbook. over all a great handbook. I am very privileged to have been part of the training on the development of this.

Anonymous
Teacher (Ireland)
Great piece of work. I love that you can compare all the different theories/practices in the one document, which I believe will encourage its users to be more open to change and reflective practices. Very accessible and easy to follow. Well done to all involved!

Anonymous
Teacher (Ireland)
The Handbook is very clear, concise and explains the importance of pedagogical documentation. I feel this Handbook will support all Early Years Educators especially students. The input from all participating countries is particularly interesting. For me, all countries seem to be very much agreed that the child is central, the child is respected and that we the educators need to listen and act to meet the child's needs, holistically. One of my favourite sections is regarding 'mapping'. I have never used this method of documentation but will definitely introduce it to see it in action. I will also introduce reflection in action and reflection on action to the children as I find this aspect of documentation fascinating. Overall, this is the perfect tool to support pedagogical documentation and I look forward to introducing it to our team, families and of course the children.

Anonymous
Teacher (Ireland)
All aspects of this handbook are invaluable. I particularly like the links and videos provided, a wealth of information and learning at one's fingertips. The layout of the Handbook is very easy to access and navigate. I enjoyed going through it and look forward to delve into it in far more detail.

Anonymous
Teacher (Ireland)
I particularly liked the concept of addressing all the actors, especially children, in managing pedagogical documentation as well as the emphasis on the methods and means to make children's learning visible and to build on that information.