Documentation of Kindergarten Learning

1. The purpose of documentation

Observation and documentation provide evidence of children’s thinking and learning in Kindergarten and inform the teaching and learning environment.

2. Types of documentation

Kindergarten educator teams use a variety of strategies to capture evidence of children’s thinking and learning in the contexts of exploration, play and inquiry, both indoors and outdoors. Documentation may include items such as:

Documentation may also involve creating items such as:

3. "Noticing and naming" children’s learning

In Kindergarten, the emphasis is on engaging children throughout the documentation process to help them understand their strengths and interests as learners and develop the ability to articulate and monitor their own learning.

4. Supporting the Kindergarten educator team

School leaders use professional learning conversations with educator teams to support embedding documentation into daily practice. They encourage educators to take time to reflect on key decision points, such as how decisions regarding learning experiences are informed by assessment information and how learning is being made visible to children.

5. Engaging families in the documentation process

School leaders may support Kindergarten educator teams in building parents’ understanding of and participation in pedagogical documentation by:

Source: Supporting Ontario Leadership Strategy: Principals Want to Know
Issue #15 (revised) October 2017

To see how your Kindergarten child's progress is documented on the provincial report card,

click here