Documentation and communication

The most important thing is a transition from educational practice that is completely internal, silent, without trace or almost, to a practice that is explicit, communicative, and which aims to document what, and how, the school is realising with children, how the children change. This means promoting a flow of information addressed to families (but also appreciated by children and teachers) that should be informed by good continuity, good measure, and excellent competency. 

Loris Malaguzzi

Documentation is an interpretation of observations, selected and given meaning (signified), and constructed from acts and processes, in a dimension of exchange and discussion of different points of view.

In that documentation is communication, it requires attention and specific language competencies, that is to say, a capacity for constructing documents capable of communicating and conveying the meanings emerging in journeys of work, through words, sounds, images, and video.

Displaying documentation in infant-toddler centre and preschool spaces, and paper or digital publications, are invitations to dialogue and participation, offered to the children, our colleagues, and the parents.