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Examples of documentation that is shared more widely

PUBLISHED: 2001

Resource Summary

Documentation is an act of communication; it makes public a conversation about what we value. When preparing documentation to stand on its own, documenters need to provide enough context and framing so that others can derive meaning from it. Depending on the purposes and setting for the documentation, the context could include logistical information, such as key names, dates, and age group represented, as well as the purpose of the learning experience.

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The City of Reggio: Girls and Boys

Published: 2001
The story of a small group of girls and boys creating a map: The focus of this fragment is the city: its forms, its relations, its transformations, and its identity, which... Read more

Crossing the Rocks and the Water

School: Kent State University

Documentation by Carolyn Galizio, Becky Frazier, and Carol Bersani

Crossing the Rocks and the Water is a visual essay that was collaboratively created by Carolyn Galizio, Becky Frazier, and Carol Bersani of Kent State University.

© 2005 C. Galizio and Kent State University Child Development Center

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For Children, By Children: The World Trade Center Memorial Park

School: Corlears School, Chelsea, New York City

Documentation by Brigid McGinn, Amy Walter, Barbara Lieberman, and Nancy Opitz

Narrative by Melissa Rivard and Brigid McGinn

"Grown-ups think about grown-ups, so we make a place where kids can think about kids. It is easier for grown-ups to be sad, because they are already grown-up. But children have to go through a lot of changes. We have to grow up and be sad. That is why we made our park." - Rebecca, age 7

In September of 2002, in the wake of the first anniversary of the September 11 attacks, Rebecca, along with nineteen classmates in the combined "6/7s" class from Corlears School in Chelsea, New York City, embarked on a study of playgrounds and parks. The class emerged with a comprehensive design for a memorial for children of the victims--an imaginary place for all children to address their fears and experience some comfort and security in an increasingly frightening world. The teacher of these first and second graders, Amy Walters, did not set out to have the children design a memorial to the World Trade Center. The idea emerged from the children.

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Ring-Around-The-Rosie

School: Municipality of Reggio Emilia

Documentation by Reggio Emilia

Though this project was conducted with all the children from the same class, our narrative deals with only part of the story. This episode concentrates on the graphic representations of the Ring-Around-The-Rosie game produced by three children: Giulia (four years, ten months), Leonardo (five years, six months), and Giovanni (five years, seven months). The episode is emblematic of the individual learning that is constructed within and with the contribution of the group.

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