Document Type

Dissertation

Rights

This item is available under a Creative Commons License for non-commercial use only

Publication Details

Successfully submitted in partial fulfilment of the requirements for the Erasmus Mundus joint degree “International Master of Early Childhood Education and Care” Dublin Institute of Technology, August 2015.

Abstract

Early childhood settings are diverse and challenging and building strong relationships between practitioners and families is vital. This research was framed around the aim to identify the factors influencing the perspectives and experiences of early childhood practitioners and families in relation to the use of pedagogical documentation within the Anti-Bias Approach. Additionally, the research aims to identify the benefits of using pedagogical documentation as a tool in the Anti-Bias Approach for building relationships. Nine semi-structured interviews with early childhood practitioners and parents/family members as well as a qualitative analysis of pedagogical documentation was conducted. Data analysis suggests five key factors influencing practitioner and parent relationships including time use; resources; language; clear expectations; attitudes, beliefs and values. Additionally, the benefits of the use of documentation within the Anti-Bias Approach have been identified under three themes, identity and sense of belonging, representation of culture and effective engagement of parents and family members.

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