Pedagogical documentation as a peculiar narrative in nursery

Abstract This text is about Early Childhood Education, focusing on the process of pedagogical documentation as a possible peculiar narrative to and with very young children. The paper presents elements of a doctoral research in education, held in 2014, observing four daycare centers located in the city of Pistoia, Italy. Considering its different forms and types, the research found common threads in the documentation produced by the teachers: the image of an active child, able to grow and relate, and a learning environment potentially rich in experience. Through the theoretical lenses of Walter Benjamin, the teacher is taken as a narrator,while the pedagogical documentation is taken as a peculiar narrative woven by the thread of language enshrined in things. Through this material, the very small child speaks and is spoken. Between the visible and the invisible, between voice and silence.Treasures are documented, narrated in everyday life...摘要 本文聚焦幼儿教育（Early Childhood Education），探讨教育叙事记录（pedagogical documentation）作为一种可面向低龄儿童并与之协同开展的特殊叙事形式的构建过程。本研究呈现了2014年开展的一项教育学博士研究的核心内容，该研究对意大利皮斯托亚市的四家托育中心进行了实地观察。尽管教育叙事记录存在多样的形式与类型，研究仍从教师生成的记录文本中提炼出了共同的核心主线：一是塑造出主动成长、能够建立社会联结的幼儿形象，二是构建出蕴含丰富体验潜能的学习环境。借助瓦尔特·本雅明（Walter Benjamin）的理论视角，本研究将教师视作叙事者，同时将教育叙事记录视为一种依托实物承载的语言脉络编织而成的特殊叙事。依托这类记录素材，低龄儿童既得以主动发声，也成为被言说的对象。介于可见与不可见之间、声音与静默之间，日常中的珍贵点滴被记录、被叙事……