The authors question the extent to which documentation in early childhood education is currently enhancing the quality of care and education, and whether it is succeeding in taking into account the child's view.
They explore different forms of documentation and assessment, dilemmas presented by the process, children's participation and involvement of parents.
The authors also examine the rationalities of child documentation from the perspective of professional practice and professionalism, and suggest that documentation and assessment practices can weaken and constrain but also empower and strengthen teachers, children and parents.
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