This paper reports from a pilot study investigating the ways digital documentation platforms are changing educators’ work in early childhood education. Digital documentation platforms are secure websites or application software, enabled by computer, smartphone, or tablet technologies, allowing educators to record observations of children’s learning as text or in visual forms, to which interpretations or commentary from educators, family members, and children are added. This paper examines how these platforms orient the ways educators see and articulate young children’s learning. Video stimulated recall interviews with educators (six in total) at four ECE sites across Australia and New Zealand were analysed. Key concepts are offered in relation to how digital platforms shape the learning that is seen by early childhood educators: tag-ability, trackability, completeness, and co-constitution. Each of these concepts is problematised in relation to contemporary ECE practices and the persuasiveness and ubiquity of the visual in discourses of documentation.

本文来自一项初步研究报告，该研究报告探讨了数字文档平台如何改变幼儿教育中教师的工作。数字文档平台是安全的网站或应用软件，由计算机，智能手机或平板电脑技术支持，允许教育者以文本或视觉形式记录对儿童学习的观察，并在其中添加了教育者，家庭成员和儿童的解释或评论。 。本文研究了这些平台如何引导教育者看待和阐明幼儿学习的方式。分析了在澳大利亚和新西兰的四个ECE站点对教育工作者进行的视频激发的回忆采访（总共六个）。提供了有关数字平台如何塑造幼儿教育者所见学习的关键概念：标记能力，可追踪性，完整性和合宪性。这些观念中的每一个都与当代欧洲经委会的做法以及在文献论述中视觉的说服力和普遍性有关。