Authentic child-centred documentation is an intentional process of ‘listening-in’ to children’s stories, emotional states, interests, and preferred ways of learning. Within this framework, assessment is not positioned as a means of proving that learning has occurred, but rather as a catalyst for learning itself.
Meaningful assessment for learning is therefore not an add-on to the curriculum, but an integral component of holistic pedagogical practice.
The paper highlights how child-centred digital documentation introduces a multimodal lens to contemporary practice, creating new possibilities for equitable representation, the inclusion of children’s voices, and strengthened connections with parents and families.
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