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Documenting children's learning activities: Advancing professional development in early childhood teacher education

Abstract This article describes how our early childhood education undergraduate certificate program incorporates documentation into the course content. We explain our rationale for choosing documentation as an entry point to learn about the Reggio Emilia approach and how documentation supports our program goals. Then we discuss the process we use to teach the documentation concept including the guidelines and rubrics we developed. The conclusion section presents a set of provocations that have emerged as we reflect on documentation as a form of professional development.