The revelation of self-talk in pedagogical documentation

Seven publications based on the Reggio Emilia approach to early childhood education were investigated for the possibility that they might reveal the self-talk of young children as part of pedagogical documentation. Probable and possible examples of self-talk were collected using Vygotsky's criteria along with clues from the texts. Seven categories of self-talk emerged from the analysis of probable data examples: planning, organizing, narrating, realizing, aesthetically responding, addressing materials, and wondering or theorizing. The nature of the uses of self-talk found in the data examined reveal aspects of self-regulation and imply a disposition of careful listening and research in educational settings to support school success.;Keywords: Reggio Emilia approach, early childhood education, self-talk, pedagogical documentation, Vygotsky, self-regulation.