Pedagogical documentation and interaction in early childhood education: A case study

The aim of this study is to examine the interaction in preschool classrooms where pedagogical documentation is implemented and the teachers' practices that support in-class interaction. The study is a qualitative study in case study design. The participants of the study were three preschool teachers who are pedagogical documentation practitioners working in an independent preschool institution in Ankara. The data of the study was obtained through observation and interview and analyzed by content analysis. The analysis revealed the themes of asking questions, providing feedback, child autonomy, teacher sensitivity, and collaborative practices. This research found that teachers use practices that support interaction and that pedagogical documentation practices support classroom interaction.