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Pedagogical content knowledge is a form of knowledge that makes science teachers teachers rather than scientists (Gudmundsdottir, 1987a, b). Teachers differ from scientists, not necessarily in the quality or quantity of their subject matter knowledge, but in how that knowledge is organized and used.
The challenge for early childhood educators in Australia is how and if to adapt these ideas to our Australian context (Fleet, Patterson, Hammersley, Schillert, Stanke; 2006, p.312). Pedagogical documentation follows childrenâs and educatorsâ thinking and finds ways to make that thinking visible.owever, it is not just a document in which we celebrate childrenâs experiences âafter the eventâ. Pedagogical documentation is a way of keeping the process of thinking and the âproblem at handâ open and visible to the group of children and adults while it is occurring (Olsson, 2009).