art. 565 In cream sycamore or aquamarine melamine chipboard with

The education profession is evolving and therefore

the spaces of the school and the way they are used

must also change. The traditional administration

office is no longer sufficient, given that observation

and documentation require well-equipped areas

where these activities can be planned, systematized,

organized and carried out.

Each child has the desire – and the right – to be seen

and heard at school. One of the strategies available to

teachers to ensure this visibility is by observing and

documenting individual and group processes. Over

the years, this kind of observation and documentation,

which is responsive to the children, has proven

to be one of the most effective elements in teachers’

professional development and an invaluable tool

for relating and attuning to the children’s emotional

and cognitive strategies. This approach gives both

teachers and children greater freedom and creativity

in individual and group thinking.

Moreover, the children are given the chance to revisit

the paths they have followed, the choices made, the

alternating pauses and moments of intense activity,

in carrying out a project. This provides an opportunity

to reflect on each person’s way of knowing and

learning. The documented projects also become an

important testimony in exchanges and discussions

with colleagues and families.

This approach to teaching and the production of

this type of material require instruments, spaces,

and furnishings that both enable and facilitate the

documentation process.