Dokumenteret faglighed: Analyser af hvordan pædagogisk faglighed produceres gennem læreplanernes dokumentationsteknologi.

The purpose of this dissertation is to examine the requirement for documentation and the significance of documentation for meaningful work as a child carer. On the basis of the introduction of pre-school curricula in the daycare facility area in 2004, this study examines how the requirement for documentation was established as a meaningful way of managing the daycare facility area, and what happens with the work at the individual daycare facility when working with documentation. The author’s intention is to politicise documentation which otherwise appears as a neutral and administrative measure.

The requirement in the curriculum initiative for documentation and the work with documentation defines internally and externally what constitutes professional pedagogical work. The dissertation shows that many everyday tasks at daycare facilities, such as changing clothes, changing nappies, providing care and playing with the children, are not considered important to document, because they are not considered to have a professional pedagogical content by child carers who find documentation a meaningful pedagogical practice.  Thus pedagogical professionalism becomes an expression of establishing goals, means and evaluation by which work is on strengthening the active, competent child’s progression. The author shows that this is not an expression of schoolification understood as an undermining of the child’s nature by prioritising that the child has to sit still, count and recognise letters instead. However, the point of departure in the work with documentation is the child’s nature, in which play and self-determination are emphasised.

Data material was collected from three daycare centres, and the analyses of the dissertation have been divided into two parts. The first part analyses the introduction of pre-school curricula and their historical threads based on eight interviews with child carers from the three daycare centres, documents regarding the introduction of pre-school curricula and historical analyses already conducted. An analytical framework inspired by Foucault is used in this part, and focus is on the problems the curricula are to prevent. The second part collects perspectives from actor-network theory (ANT) to examine how children are managed at daycare facilities, and what happens to work at the individual daycare facility when working with documentation. The author observed the three daycare centres and followed 13 child carers in total.

Plum, M. (2010). ”Dokumenteret faglighed: Analyser af hvordan pædagogisk faglighed produceres gennem læreplanernes dokumentationsteknologi”. København: Det Humanistiske Fakultet, Københavns Universitet