Özet:

The aim of this study was to thoroughly investigate the effect of the Reggio Emilia-based pedagogical documentation method on teaching and learning processes from the perspective of teachers, parents and children at a kindergarten. Action research design was used. The research was carried out in a public kindergarten affiliated with the Ministry of National Education and Culture in the Famagusta district of the Turkish Republic of Northern Cyprus. The research lasted for 3 months. The working group of this study consisted of 17 preschool children aged four, two preschool teachers and 17 parents. Six different activities were applied, and the data were collected through reflective journals, teacher interviews and parent interviews. The data collected were then cross coded by the researcher and supervisor and analyzed using content analysis. The validity and reliability of the coding were calculated. Close examination and analysis of the findings revealed that the aim of raising awareness among teachers and parents about the pedagogical documentation method, had been achieved successfully. Moreover, the children’s learning had been made visible and children had successfully taken an active role in the learning processes. Therefore, it was concluded that the pedagogical documentation method clearly increased school-family interaction and that parents had access to detailed information about their children’s development and learning experiences.

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