Internationally documentation has gained importance in institutional contexts of early
childhood during the last 20 years. This edited volume illuminates different practices and
aspects of documentation in early childhood and provides theoretically informed analytical
perspectives on documentation in childhood institutions. Whilst drawing on different national
and early service contexts the edited volume explores the ways in which documentation may be
consequential in childhood and in the practices of early childhood professionals. The different
chapters examine assessment and normativity in documentation children's participation in it
and the impact of documentation on professionalism. The edited volume is targeted to students
researchers and professionals in the field of education and social sciences.
