Pedagogical documentation has long been used in early childhood education. What has changed is how it is done — and how well it fits into everyday practice.

For many educators, documentation still brings up feelings of:

• Extra workload
• Paperwork after hours
• Pressure to write “perfect” notes

In most cases, this experience comes not from pedagogical documentation itself, but from the old ways of doing it.

Understanding the difference between old and new approaches helps clarify how documentation can support learning without overwhelming educators.

The old way: documentation as a task

Traditionally, pedagogical documentation often meant:

• Taking photos with a camera
• Downloading them to a computer
• Printing, cutting, and gluing them into portfolios
• Writing observations by hand
• Repeating the process separately for each child

While the intention was pedagogical, the process was heavy and led to:

• Documentation done long after the learning moment
• High workload outside core teaching time
• Focus on completing portfolios rather than reflecting on learning
• Inconsistent documentation across children

Documentation became something educators did after learning, rather than something that supported learning as it happened.

The new way: documentation as part of pedagogy

Modern pedagogical documentation is integrated into daily practice. Instead of being a separate task, it becomes part of how educators:

• Observe children
• Reflect on learning
• Plan next steps
• Communicate with families

The focus shifts from:

“What did we do today?”
to
“What did children learn here?”

Documentation becomes a pedagogical tool, not an obligation.

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A concrete comparison

Old way

• Activity: Painting
• Documentation: “Children painted today.”

New way

• Activity: Painting
• Documentation: “While painting, children experimented with colour mixing and talked about their ideas with peers, showing curiosity and language development.”

The activity is the same. The understanding of learning is deeper.

Time and effort: what really changes?

A common concern is that pedagogical documentation takes too much time. In practice, the experience depends almost entirely on how documentation is done.

Small, frequent documentation reduces the pressure to “catch up later”.

The role of technology: reducing friction, not replacing pedagogy

The shift from old ways to new ways of pedagogical documentation has been supported not only by changes in thinking but also by changes in tools. Modern digital documentation tools remove much of this friction.

Today, educators can:

• Take a photo during free play or a planned activity
• Tag a child or a group in one step
• Connect observations to pre-aligned learning areas and objectives
• Add a short reflective note
• Share learning with families immediately

This entire process can take less than 2 minutes.

Importantly, the pedagogy has not changed — only the way and effort required to document it.

By removing unnecessary manual work, technology allows educators to focus on what matters most: observing learning, reflecting on development, and intentionally supporting children.

Platforms like Kindiedays are designed to support this integrated approach, helping educators stay aligned with curriculum goals while keeping documentation realistic and sustainable in everyday practice.

👉 WATCH VIDEO! to see how Kindiedays simplifies pedagogical documentation. 

Supporting holistic education

Modern documentation practices also support holistic development.

When educators reflect on learning, using curriculum learning areas, they are more likely to notice:

• Social and emotional learning
• Language development
• Thinking and problem-solving
• Physical development
• Creativity and expression

This helps ensure that all areas of development are valued — not only the ones that are easiest to document.

Change takes time — and that’s okay

Moving from old ways to new ways does not happen overnight.

What matters is:

• Starting small
• Focusing on meaningful moments
• Building habits gradually
• Supporting educators through change

Pedagogical documentation is a practice that grows with confidence.

In summary

The difference between old and new ways of pedagogical documentation is not technology alone — it is purpose. Old ways focused on reporting; new ways focus on learning.

When documentation becomes part of everyday pedagogy, it:

• Saves time
• Improves quality
• Strengthens reflection
• Supports children’s learning

Coming next in this series

In the final blog, we address the question many educators and leaders are asking:
Is pedagogical documentation really worth the time and effort?

What next?

👉 Learn how Kindiedays can support you with a complete Curriculum Partnership.

I look forward to meeting you.

Milla van der Burgh

👉 Click here to schedule a consultative call on Zoom or contact me on WhatsApp!

PS Join our official WhatsApp group 👉 click here to join the group!

Pedagogical documentation does not stop learning at the classroom door. When documentation is shared with families and revisited with children, learning continues, deepens, and gains new meaning.

What began as play or exploration in an early childhood setting becomes a shared story — one that children reflect on, explain, and reconnect with.

This home–school connection is one of the most powerful and often overlooked impacts of pedagogical documentation.

Learning does not end when the activity ends

In early childhood education, learning happens in moments:

• During play
• Through interaction
• In conversation
• In problem-solving

But learning deepens when children revisit experiences.

Pedagogical documentation makes this possible by:

• Capturing meaningful moments
• Preserving them beyond the activity
• Allowing children and adults to return to them later

When children see photos, notes, or learning stories from their day, they are reminded of what they did — and begin to reflect on it.

From experiencing learning to explaining learning

What happens when an educator decides not just to study Finnish education, but to live it?

Stella Giota from Kindiedays discussed with one of the Kindiedays Academy participants.

For Ismini Aspioti, the answer meant packing her life in Greece, moving to Helsinki, and stepping directly into a Finnish kindergarten classroom.

Now in her third year working with children aged 3–4 and her second year living in Finland, Ismini describes her experience as deeply rewarding—but also full of questions.

Wanting to Understand the “Why” Behind Finnish Education

Working daily in a Finnish kindergarten gave Ismini hands-on experience—but she felt something was still missing.

“Alongside everything I was learning in the classroom, I felt a strong need to deepen my knowledge in a more meaningful and structured way—especially after moving to Finland.”

She didn’t want quick tips or surface-level methods. She wanted to understand the philosophy, the values, and the thinking behind everyday practice in Finnish early childhood education.

Kindiedays Academy became that missing piece.

In early childhood education, some of the most important learning moments don’t look like learning at all.

They happen in play, conversations, relationships, and everyday routines. They are subtle, social, and often fleeting — and because of that, they are easy to miss.

So why does learning need to be made visible? And who is learning visibility really for?

Learning is Already Happening — Even When It’s Not Obvious

Children learn through play, interaction, exploration, and curiosity. They learn while building, pretending, negotiating, asking questions, and experimenting. This learning is real and meaningful — but it doesn’t always result in worksheets, written outcomes, or visible “products.”

When learning remains invisible:

Could you briefly introduce your preschool and your role? 

I'm Mira Slawinski, entrepreneur, teacher, and founder of two daycares, By the Sea and Tiny Wonders. By the Sea opened its doors in 2021, and ever since, we’ve been sailing through days filled with curiosity, laughter, and discovery. We welcome your little ones aboard our ship, where they can explore, play, and learn every day in a safe and nurturing environment.

Tiny Wonders opened its doors in August 2025 and offers children a warm community and space to blossom at their own pace, guided by caring educators passionate about early childhood development.

What made you start using Kindiedays?

Honestly… can’t remember a time we didn’t have Kindiedays…I don’t understand how we managed then, even though I've been doing this work for 35 years…

How has Kindiedays helped your daily work (e.g., planning, documenting, assessing, communicating with parents)?