In the rhythm of early childhood education, the most meaningful moments often happen in the quiet spaces between routines—when educators kneel to listen, when a child’s story unfolds through play, when connection is felt rather than recorded. Yet across many services, the pressure to document every detail of a child’s day has grown into an unsustainable burden, pulling educators away from presence and into paperwork.
This article clarifies what educators are actually required to document under the Education and Care Services National Regulations—and what can be safely let go.
What the Regulations Really Require
The National Law and Regulations set clear expectations for documentation, but they do not prescribe exhaustive, minute-by-minute recording. Instead, they emphasize meaningful, purposeful documentation that supports children’s learning and wellbeing.
Required Records Under the National Regulations:
-
Regulation 73
Services must have an educational program that contributes to the five learning outcomes of the approved learning framework (e.g., EYLF). -
Regulation 74
For children preschool age and under, educators must document:- The child’s developmental needs, interests, experiences, and participation in the program
- The child’s progress against the outcomes of the educational program
-
Regulation 75
Services must:- Display information about the educational program in a place accessible to families
- Provide a copy of the program upon request
-
Regulation 76
Upon request, parents must be given:- Information about the program’s content and operation in relation to their child
- Information about their child’s participation
- A copy of the documentation kept under Regulation 74
Importantly, none of these regulations require educators to record every snack, every transition, or every interaction. The focus is on learning, development, and participation—not surveillance.
Streamlining Documentation Practices in Early Childhood Services
Start With Purpose
Before documenting anything, ask: Why am I recording this? Who is it for? How will it support the child’s learning or well-being?
This aligns with ACECQA’s guidance that documentation should:
- Reflect children’s developmental needs, interests, and participation (Regulation 74)
- Be accessible and meaningful to families (Regulations 75–76)
- Support educators’ planning and reflection—not overwhelm them
Use Professional Judgment
The National Regulations do not prescribe how documentation must look. Services are encouraged to:
- Choose styles and formats that suit their context
- Avoid duplication across platforms or portfolios
- Focus on quality over quantity
This empowers educators to document what matters—authentic learning, child voice, and progress—not every snack or transition.
Diversify Your Methods
Documentation doesn’t have to be lengthy or text-heavy. Consider:
- Visual formats: photos with captions, floor books, mind maps
- Child-led contributions: drawings, dictated stories, self-selected work
- Digital tools: voice recordings, short video clips, annotated images
- Group reflections: shared learning stories or collective observations
Choose formats that are emotionally safe and developmentally appropriate.
Embed Documentation in Practice
Rather than treating documentation as a separate task, integrate it into:
- Daily routines (e.g., jotting notes during play)
- Conversations with children and families
- Team reflections and planning cycles
This reduces the need for after-hours work and keeps documentation authentic.
Review and Refine Regularly
Set up a documentation audit with your team:
- What are we documenting? Why?
- What feels meaningful vs. excessive?
- What can be simplified, merged, or removed?
What We Must Document vs. What We Can Let Go
The following clarifies what educators are legally required to document under the Education and Care Services National Regulations and what can be safely streamlined or reimagined.
What We Must Document
These are the non-negotiables—required by law and aligned with the National Quality Standard (NQS).
| Regulation | Requirement |
|---|---|
| Reg 73 | Educational program must contribute to the five EYLF outcomes |
| Reg 74 |
Document each child’s: • Developmental needs |
| Reg 75 |
Display program info and provide a copy on request |
| Reg 74 |
A copy of documentation |
| Reg 76 |
Provide families, on request:
|
These requirements focus on learning, development, and participation—not every snack, nappy change, or transition.
What We Can Let Go
These are common over-documentation practices that are not required by law and can be streamlined.
- Recording every moment of the day (e.g., every activity, every emotion)
- Excessive photo uploads with lengthy captions
- Duplication across platforms (e.g., portfolios, apps, wall displays)
- Detailed logs of toileting, sleeping, or eating unless required for health or family reasons
- After-hours documentation that compromises educator well-being
Instead, focus on quality over quantity—choose formats that are meaningful, manageable, and emotionally safe.
Streamlining Tips
- Use group documentation where appropriate
- Capture child voice through drawings, captions, or dictated stories
- Integrate documentation into daily routines
- Choose visual formats like floor books, mind maps, or photo sequences
- Review documentation practices regularly with your team
- Align with ACECQA’s guidance on educational documentation
Documentation should illuminate learning—not obscure it. By focusing on what’s required and letting go of what’s excessive, educators reclaim time, restore presence, and uphold the dignity of their practice.
Professional Judgment Matters
ACECQA’s guidance encourages educators to use their professional discretion to determine what documentation is meaningful, achievable, and relevant to their context. Services are empowered to:
- Choose styles and methods that suit their children, families, and team
- Reduce duplication and streamline processes
- Prioritize authentic child voice over administrative overload
This flexibility is especially vital in trauma-informed settings, where emotional safety and relational presence are paramount.
Restoring Balance: From Compliance to Connection
Educators are not data entry clerks—you are relational professionals, emotional anchors, and co-learners. When documentation becomes excessive, it risks:
- Undermining your well-being
- Diluting the quality of interactions
- Shifting focus from children to checklists
By aligning practice with the actual regulatory requirements, services can restore time, dignity, and joy to the educator-child relationship.
Documentation should serve children—not distract from them.
Further Reading
Pedagogical Documentation
Guidelines For Documenting In Early Childhood Settings
Opinion: Are We Documenting Learning Or Drowning In It?
The Planning Cycle To Document Children's Learning
Early Childhood Theory Cheat Sheet For Documentation
EYLF Documentation Cheat Sheet for Educators
Documenting Infant and Toddler Learning
Descriptive Words For Documentation, Observations and Reports
Safe Language in Documentation
Involving Children In Documentation
Incorporating Theorists Into Early Childhood Documentation
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