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What We Must Document vs. What We Can Let Go

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From: Aussie Childcare Network

What We Must Document vs. What We Can Let Go

In a sector where time, presence, and emotional safety are paramount, documentation should serve learning—not overwhelm it. This guide 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
• Interests
• Experiences
• Participation in the program
• Progress against outcomes 

Reg 75

Display program info and provide a copy on request

Reg 74

A copy of documentation

Reg 76

Provide families, on request:

  • Info about the program in relation to their child
  • Info about their child’s participation

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 safely reduced or reimagined.

Not Required Why It Can Be Let Go Safer Alternatives
Recording every snack, nappy change, or transition Unless medically necessary or requested by families, this adds workload without learning value Use summary logs or only record exceptions
Excessive photo uploads with lengthy captions Can dilute meaningful documentation and overwhelm families Curate 1–2 key images per week with child voice
Duplicating the same info across apps, portfolios, and displays Wastes time and risks inconsistency Choose one platform and streamline
Overuse of templated observations Can reduce authenticity and child voice Use open-ended formats or child-led documentation
After-hours documentation Impacts educator wellbeing and work-life balance Embed documentation into daily routines or team reflections
Daily diaries with generic summaries Not required unless part of service philosophy Replace with weekly reflections or group stories

Streamlining Tips for Services

  • Audit your documentation policy: What’s required vs. what’s habitual?
  • Use group documentation: Capture shared learning moments across age groups
  • Embed child voice: Dictated stories, drawings, quotes, or caption kits
  • Choose visual formats: Floor books, photo sequences, mind maps
  • Align with EYLF principles: Focus on belonging, being, and becoming—not just doing
  • Protect educator well-being: Set boundaries around after-hours work and platform use

Emotional Intelligence in Documentation

In trauma-informed settings, documentation should:

  • Prioritize emotional safety over performance
  • Reflect strengths, resilience, and relationships
  • Avoid deficit language or over-monitoring
  • Be co-constructed with children and families where possible

Documentation is a mirror—not a microscope. When we document with intention, we honour the child’s journey, protect the educator’s well-being, and uphold the true spirit of early learning.

Further Reading 

Presence Over Paperwork: Reclaiming Time for Children in Early Childhood Services
Guidelines For Documenting In Early Childhood Services
Opinion: Are We Documenting Learning Or Drowning In It?
Documenting Infant and Toddler Learning 
Pedagogical Documentation 

References

Printed from AussieChildcareNetwork.com.au