Ever felt like documentation takes you away from “real teaching”? You’re not alone. I talked to a lot of early years professionals over the years. Many early childhood educators feel the same. We want to be with the children, not stuck behind a screen or scrambling to print photos. But here’s the thing—done well, documentation isn’t just paperwork. It’s a powerful tool for making children’s learning visible, deepening our teaching, and building stronger relationships with families.

Let’s talk about what the research says about documentation in practice—and what that means for your everyday work.

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What is Pedagogical Documentation anyway(PD)?

At its heart, pedagogical documentation is about observing, recording, and reflecting on children’s learning—not just what they do, but how they think, wonder, problem-solve, and grow. It shuold be meaningful and it should be about LEARNING.

It’s more than checklists. Think photos, quotes, drawings, learning stories, conversations, questions, messy play, co-constructed meaning. Documentation, when used well, brings the learning to life and helps us make thoughtful decisions about what comes next (Carr & Lee, 2012; Dahlberg et al., 2007).

Why It Matters: Documentation That Actually Impacts Practice

A major Finnish study involving nearly 3,000 children (Rintakorpi & Reunamo, 2016) found a strong link between pedagogical documentation and quality learning environments. Here’s what they discovered:

🧠 When documentation was used often:

• Children were more involved, creative, and emotionally positive 😃
• Educators planned more intentionally and included children in that process.
• Learning was more play-based, inquiry-rich, and child-led. I love this kind of learning!
• Educators reflected more and reported higher satisfaction with their teaching.

🧩 It wasn’t just about having more forms—it was about making documentation part of the learning process, not an add-on.

In centres with less documentation? There were signs of more teacher-directed routines, less creativity, and lower engagement.

Are you surprised?

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Real-Life Strategies Educators Use to Make It Work

So, how do you fit documentation into a packed day? A comparative study across Germany and New Zealand (Knauf, 2019) identified eight real-world strategies educators are already using.

Let me walk you through them, with a few extra notes from my own experience.

1. Staff Discussions

Instead of documenting alone, educators regularly talk through their observations. “Did you hear what Maya said about the worm farm?” These conversations spark deeper insights and shared understanding, and often highlight those awesome moments worth documenting.

📌 Try this: Talk to your colleague for 10 minutes once a week about children’s learning

2. Re-Using Documentation

Learning stories, learning notes, and observations can be adapted across portfolios (when the learning applies to more than one child). That same photo display can be printed and pasted into individual books later.

📌 Try this: Print once, use twice. First on the wall, then in the folder.

3. Sharing Children Across Staff

In Germany, key educators are assigned to certain children. In New Zealand, the whole team shares responsibility. Either way, the goal is to make sure someone is tuned into each child’s journey.

📌 My tip: It’s okay to talk, swap, and co-document. Approach it as a collaborative process.

4. Using Forms and Templates

Some educators developed checklist templates or digital logs (even simple Excel sheets!) to quickly track interests or inquiries across weeks.

📌 Try this: Keep a clipboard with observation prompts nearby, easy grab when inspiration strikes. I use Notepad on the iPad too.

5. Defining ‘Documentation Weeks’

Some centres batch-document during certain times, for example, before parent-teacher meetings or at the end of the term.

📌 Try this: Plan a reflection and documentation week once per term, and treat it like a planning sprint.

6. Swapping Coverage with Colleagues

Want to finish a learning story? Step out for 20 minutes while your colleague watches the room. And return the favour.

📌 Try this: Schedule “doc time” on the roster like lunch breaks—everyone deserves a turn.

7. Parallel Supervision

Some teachers document while the children play. Others write alongside children (“Can you help me remember what we built with those boxes?”). It becomes part of the learning, not separate from it.

📌 Try this: Set up a “documentation table” with children and co-create together.

8. Keep it Simple

Some educators dropped the glitter and focused on clarity, less “prettifying,” more purposeful stories.

📌 Try this: Write as you speak. Use clean layouts. Focus on the learning, not the font.

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Digital Tools Help, Too

In New Zealand, many centres use online platforms to share documentation with families instantly. Laptops or tablets in rooms make writing quicker and sharing easier. Now Storypart, See-saw and other platforms are more popular than ever.

📌 No fancy system? Start with shared Google Docs, or upload PDFs to a private parent group.

Digital tools don’t replace relationships, but they can make documentation feel less like a mountain.

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So… Does Documentation Make a Difference?

Yes—when it’s meaningful.

🟢 According to the Finnish study, documentation is positively linked to:

• Children’s emotional wellbeing
• Creativity and pretend play
• Autonomy and peer relationships
• Educators’ own sense of satisfaction and growth

But here’s the flip side:

🔴 In settings where documentation was scarce, educators were more likely to say their work needed improvement, and children showed fewer signs of engaged, playful, or creative learning (Rintakorpi & Reunamo, 2016).

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Final Thoughts: Let’s Rethink the Why

Documentation isn’t a chore—it’s a lens. It helps us tune in, slow down, and co-create the learning journey with children. It’s also how we communicate that learning with families, reflecting as professionals, and advocating for the power of play.

You don’t need to document everything. You don’t need hours of child-free time. But you do need intention.

Let’s move beyond tick-boxes and start seeing documentation as a professional practice that strengthens our relationships, our pedagogy, and our joy in the work.

Let me know what you think!

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References

Alasuutari, M., Markström, A.-M., & Vallberg-Roth, A.-C. (2014). Assessment and documentation in early childhood education. Routledge.

Carr, M., & Lee, W. (2012). Learning stories: Constructing learner identities in early education. SAGE.

Dahlberg, G., Moss, P., & Pence, A. (2007). Beyond quality in early childhood education and care: Languages of evaluation. Routledge.

Knauf, H. (2019). Strategies of pedagogical documentation in ECEC: A comparison of New Zealand and Germany. Early Child Development and Care, 189(8), 1311–1330. https://doi.org/10.1080/03004430.2017.1354850

Rintakorpi, K., & Reunamo, J. (2016). Pedagogical documentation and its relation to everyday activities in early years. Early Child Development and Care, 186(10), 1611–1622. https://doi.org/10.1080/03004430.2016.1178637