Documentation shows children that you are listening to both the process and the products of their learning. I have always noticed the excitement children have when I take out my phone. They feel proud that I want to take a picture of what they are doing. Some children even want to direct the process “Take a picture of this”. Documentation is one aspect that I’m learning more about and want to challenge myself to understand further. The first thing to consider is that documentation is more than just recording “what happened”. Documentation, like everything in a Reggio Inspired context, needs to be purposeful. This is what makes teachers professionals. We need to understand -what is the purpose of the documentation and who is it for? In Visible Learners the authors suggest considering two aspects- when the documentation is happening (during vs. after) and who is the audience of the documentation (people Inside the learning group or Outside the learning group).
Documentation should always be made public. This is one of the main features that makes it different from assessment. This is in line with the principle of Transparency in the Reggio Emilia Approach. As noted by the authors in Visible Learners the representations of learning that are usually made available to the larger public are test scores and rankings. In the lower mainland for example The Fraser Institute, a think tank, ranks schools in a published list. These rankings do not begin to describe any learning that takes place in the schools which they attempt to pass judgment on. By making learning visible, documenting it, and then making it public, teachers are honouring children’s voices and adding them to the conversation.
Documentation can be a collection of photographs, quotes, reflections, drawings and other artifacts of learning. These artifacts can be used as a tool for learning amongst the group, a means of reflection and a way to engage families and communities.
I believe this aspect of the Reggio Emilia Approach to be highly relevant to teaching in the intermediate years. Many students may embark on creative processes where their passion, vision and creativity surpass their skill. This scenario often ends in the students being frustrated with the end product of their endeavor. Using documentation to follow the process can shift the perspective and value student’s creativity, learning, metacognition and their languages. The emphasis remains on their passion and vision.