Introduction
The idea of meaning making, as explained by Dahlberg and Moss (2005), needs further clarification since its definition is unclear. Dahlberg and Moss observed that teachers should document and evaluate pedagogical practices. In this regard, pedagogical practices applied in any childcare center must be evaluated to ensure that they comply with the norms and standards set by the government.
Meaning making in the childcare setting
Meaning making is a process that entails evaluative participation whereby scenarios and judgments are interpreted to suit the needs of the child. For instance, teachers must come up with a preferred image of the child by appreciating the fact that children have a right to enjoy health, security and care in society. Furthermore, caregivers in the care centers should identify all needs of children in order for them to come up with strategies that would satisfy the demands of children.
In the childcare center, education should be separated from care giving services. Meaning making in the childcare setting would perhaps entail making a contextualized, personal, and detailed judgment. Scholars of early childhood education suggest that democratic political practices should be given priority when making EC policies. This would ensure that the needs of children in the childcare centers are achieved.
In the Saudi Arabian municipalities, the practices are made visible through certification of recorded notes and information produced by children, such as snaps and videotapes. Teachers are required to develop a collective and a democratic decision-making process regarding elucidation of the course material, assessment of students, and appraisal of the course content. This requires exchange of ideas, argumentation, paying attention to the needs of children, and reflection. If this were adopted, it would enhance understanding among various stakeholders.
The model was borrowed from Loris Malaguzzi. The researcher observed that documentation is extremely valuable since it presents an extraordinary opportunity to teachers to embrace dialogue, exchange ideas, and distribute of information. In a childcare setting in the Saudi Arabian society, teachers, staff members, cooks, families, administrators, and members of the public have the responsibility of ensuring that children are taken care of in the school compound. Democratic decision-making process and information sharing facilitate this.
References
Dahlberg, G., & Moss, P. (2005). The preschool as a site for democratic politics in ethics and politics. London: Routledge.