Research topic/aim: Early childhood education (ECE) is facing a possible challenging task of transforming analogue practices into digital. Research shows that digital systems are already being used by the preschool practice for communication and pedagogical documentation (Masoumi 2015; Knauf 2020). Though the use of digital systems is becoming an increasing part in the preschools education (Virtanen, 2018) systems are not neutral in educational settings and part in shaping the teachers gaze (White et al., 2021). Little is known about the digital use for documentation of special educational needs (SEN) in ECE, and particularly the SEN knowledge it includes. This ongoing study fills a gap by exploring the knowledge and knowledge use by different actors involved in the process of using digital systems for SEN documentation.
Theoretical framework: Drawing on Freeman and Sturdy (2014) this study identifies different movements and forms of knowledge that are embedded within digital documentation systems for SEN, specifically inscribed and enacted knowledge, and describes how these construct different opportunities for access, professional reflection, and definitions of SEN conceptions.
Methodology: The empirical data for the study is based on a survey of Swedish municipalities’ use of digital systems for SEN documentation as well as 18 semi-structured interviews with key informants from six municipalities who represent five different digital systems found in an earlier survey (Vretblom, under review).
Expected findings: Preliminary findings suggest that different forms of knowledge relate to both administrative questions and practice activities within ECE. The specific SEN knowledge inscribed in the different digitals systems depends on (a) which professionals feed into or use knowledge in the system and how they (can) enact this knowledge into practice, (b) which purpose(s) the knowledge serves, and (c) what type of knowledge is required by the structure of the digital system. The findings contribute new insights and understandings regarding digital SEN documentation practices in ECE.
Relevance to Nordic educational research: The study has relevance to Nordic educational research as it points out different forms of SEN knowledge that is enabled by the digital systems, that can be of use for professional practice as well as the governing bodies of municipalities in Nordic contexts.
2024.