Prospect Community Early Education and Care

Being with children –  It is not about doing less documentation, but about intentionally creating more time for relationships.

At Prospect Community Early Education and Care we continually reflect on whether our practices align with what we believe is most important for children. While documentation is an important professional responsibility, our philosophy reminds us that relationships must always come before records.

As a service we have therefore committed to reducing documentation requirements by approximately 20%—equivalent to one day each week, or one week each month—where educators intentionally put away cameras, iPads, notebooks and observation templates. During this time there is no expectation to photograph, record or write observations. Instead, educators are simply present.

This decision is not about documenting less because it is easier. It is about documenting more intentionally because relationships matter more.

The Early Years Learning Framework V2.0 reminds us that children learn within secure, respectful and reciprocal relationships, and that responsive, intentional interactions are central to children’s learning and wellbeing. The Framework also identifies play, responsiveness and genuine engagement as fundamental to quality practice. By reducing the pressure to constantly capture learning, educators are afforded greater opportunities to participate in learning alongside children rather than observing from behind a device. (ACECQA)

When educators are not searching for the “perfect photo” or trying to write notes while supervising, they are better able to:

• follow children’s interests as they emerge naturally
• sustain conversations for longer periods
• notice subtle cues, emotions and relationships
• extend children’s thinking in the moment
• co-construct learning experiences rather than interrupt them to record them
• strengthen children’s sense of safety, trust and belonging.

Children deserve educators whose attention belongs to them.

As professionals, we know our children well. We spend hundreds of hours each year alongside them. Meaningful learning does not disappear because it was not immediately photographed or recorded. Rich reflections can often be recalled later through professional dialogue, collaborative reflection and intentional planning. In many cases, delaying documentation allows educators to interpret learning more thoughtfully rather than simply recording what happened.

This approach also aligns strongly with our Philosophy of Education.

Our POE commits us to creating relationships before routines, valuing children’s voices, following their lead, embracing curiosity and ensuring every child experiences a deep sense of belonging. Many of our “WE WILL” commitments speak directly to being emotionally available, present, responsive and genuinely connected with children. Reducing documentation expectations creates the time and mental space for educators to live these commitments every day rather than simply documenting them.

This reflection also supports the vision of the Early Years Learning Framework:

• Belonging is strengthened when educators are emotionally available and fully present.
• Being is honoured by valuing children’s experiences as they unfold rather than viewing them through the lens of what should be documented.
• Becoming is supported through rich, responsive interactions that extend learning in real time.

This practice particularly supports the EYLF Guiding Principles:

• Secure, respectful and reciprocal relationships.
• Partnerships with children and families.
• Respect for diversity.
• Equity, inclusion and high expectations.
• Ongoing learning and reflective practice.

Likewise, it reflects the Practices of the EYLF by prioritising:

• responsiveness to children
• learning through play
• intentional teaching
• learning environments
• cultural responsiveness
• continuity of learning and transitions
• assessment for learning that is purposeful rather than excessive.

Importantly, this change remains fully consistent with the National Quality Framework. Regulation requires educators to assess children’s learning and development as part of an ongoing cycle of planning, documentation and evaluation, but it does not prescribe quotas of observations, photographs or learning stories. Documentation should demonstrate how curriculum decisions are informed, rather than measuring educator performance by the quantity of records produced. (ACECQA)

As a service, we believe quality is not measured by the number of photographs stored in a portfolio.

Quality is measured by the number of meaningful conversations held.
The comfort children feel in seeking an educator.
The trust built through shared experiences.
The confidence children develop because someone was truly listening.
The relationships that cannot be captured in a photograph.

Sometimes the most important learning is never recorded.

Sometimes it is simply lived.

By intentionally creating periods where educators choose presence over paperwork, we are reaffirming our commitment to children first. We believe that the greatest evidence of quality education is not always found in documentation—it is found in children who feel seen, heard, valued and deeply connected to the people who care for them.