Documentation

We often say that a picture is worth a thousand words. However, we know as educators that what parents see in a single photo rarely captures the depth of learning, thinking, and relationship-building happening in that moment. A thoughtfully managed social media presence gives our programs the opportunity to tell the fuller story of children’s experiences—day by day, moment by moment.

Social media gives us another platform to add context and meaning to what families see. A photo of children building with blocks becomes a story about collaboration, problem-solving, spatial awareness, and perseverance. With intentional captions and short videos, we can help families understand not just what their children are doing, but why it matters.

Beyond communication, social media has become one of the most effective and affordable marketing tools available to early childhood programs. When parents and grandparents feel proud of what they see, they naturally kvell, sharing posts with their own networks. Building an audience of families who feel connected to your school leads to authentic growth. Engaging key stakeholders as ambassadors who regularly like, comment on, and share your content extends that reach even further.

Consistency is essential. Creating a simple weekly content calendar helps ensure different aspects of the program are highlighted—from classroom inquiry and outdoor play to Jewish values, educators, and celebrations. Tools like ChatGPT help keep the voice of our account consistent, turning observations into captions that feel warm, reflective, and true to our work.

Canva has become my best friend, allowing me to create content that is eye-catching, polished, and professional without a design background. Its intuitive templates save time, create visual consistency, and give me the confidence to experiment with photos, reels, and stories.

When used intentionally, social media becomes more than documentation—it becomes a window into the depth, purpose, and joy of Jewish early childhood education.

Jennifer Richman

Director of ECEC Operations

Temple Emanue-El

Discovery Through Documentation:  Learning from the Children’s Point of View

As the school year is underway, I find myself reflecting on my documentation journey. Throughout my thirteen years of teaching, I have tried many different types of documentation tools and displays—documentation panels and bulletin boards, blogs, and various parent portals. Each year, however, the thought of getting a bulletin board changed out every month and journey books completed by the end of the year seemed like an impossible task

Community of Practice on Documentation
A couple of years ago, I had the privilege of participating in a Community of Practice (CoP), sponsored by the Colorado Jewish Early Childhood Education Initiative, where the main focus had been enhancing documentation. I entered into the CoP to make the time I had dedicated to documentation more efficient, deliver aesthetically pleasing bulletin boards, and compose meaningful Remini posts and journey books. Since participating in this cohort, my view, goals, and expectations around documentation have significantly changed. 

New Documentation Goals
Through discussions and constructive critiques by fellow cohort members and our coach, I quickly changed my documentation goal to make learning visible to the children, school, parents, and myself.  This change was like putting on a new pair of glasses when walking into my classroom.  This new goal changed my classroom planning and supported my efforts to track my students’ development. 

Learning through the Children’s Eyes
To meet my documentation goal, I needed to pay attention to what the children were doing and telling me. This can be hard because toddler language is just emerging. I now spend most of my day down on the child’s level, taking pictures from the children’s point of view. This small change has allowed me to document the students’ interest and learning, not simply what I wanted them to learn.  

Making Learning Visible to Children and Families
By taking pictures from the children’s point of view, I capture their attention, focus, joy, intensity, experimentation, and trial-and-error.  These photos provide a dramatic portrait of learning through play.  Using these photos and observations in my Remini posts, on beautiful bulletin boards and in journey books—in a deliberate and intentional way—they easily show the path of my students’ exploration and learning.

Making Learning Visible to Teachers
The change in my documentation practice has also made the children’s learning more visible to me.  Specifically, by viewing the day from the children’s point of view, I can use Backwards Design to examine what the children are interested in and turn those interests into meaningful learning experiences. I also discovered that I could track student developmental milestones and have evidence of those milestones during conferences, including when courageous conversations with parents needs to happen. 

Documentation as a whole can seem very daunting; however, if done wisely, it can have a significant impact on the students, their families, and our growth as teachers.  I still have so much to learn about documentation, and I look forward to the journey ahead and a future filled with additional opportunities to discover.

Jennifer Brehmer
Lead Toddler Teacher
Temple Sinai, Denver, CO

October 2021

Discovery Through Documentation:  Learning from the Children’s Point of View

As the school year comes to an end, I find myself reflecting on the year and my documentation journey. Throughout my past ten years of teaching, I have tried many different types of documentation tools and displays -- documentation panels and bulletin boards, blogs and different parent portals. Each year, however, the thought of getting a bulletin board changed out every month and journey books completed by the end of the year seemed like an impossible task.

Community of Practice on Documentation
This year, I have had the privilege of participating in a Community of Practice (CoP), sponsored by the Colorado Jewish Early Childhood Education Initiative, where the main focus has been enhancing documentation. I entered into the CoP with the goal of making the time that I had dedicated to documentation more efficient, to deliver an aesthetically pleasing bulletin board, compose meaningful Remini posts, and journey books. Since participating in this cohort, my view, goals and expectations around documentations have significantly changed.

New Documentation Goals
Through discussions and constructive critiques of my earlier documentation examples by fellow cohort members and our coach, I quickly changed my goal of documentation to making learning visible to the children, school, parents, and myself.  With this change in mind, it was like putting on a new pair of glasses when walking into my classroom.  This new goal helped bring change to my classroom planning and supported my efforts to track my students’ development.

Learning through the Children’s Eyes
To meet my documentation goal, I really needed to pay attention to what the children were doing and telling me. This could be hard at times because I teach toddlers and their language was just emerging. So, now I spend most of my day down on the child’s level and taking pictures from the children’s point of view. This small change has allowed me to truly document the students’ interest and learning, not simply what I wanted them to learn. 

Making Learning Visible to Children and Families
By taking pictures from the children’s point of view, I was able to capture their attention and focus, their joy and intensity, their experimentation and trial-and-error.  These photos became a dramatic portrait of learning through play.  And by using these photos and observations in my Remini posts, on beautiful bulletin boards, and in journey books, in a deliberate and intentional way, they easily showed the path of my students’ exploration and learning.

Making Learning Visible to Teachers
The change in my documentation practice has also made the children’s learning more visible to me.  Specifically, by viewing the day from the children’s point of view, I am able to use Backwards Design to examine what the children are interested in and turn those interests into meaningful learning experiences. I also discovered that I was able to track my students’ developmental milestones and have evidence of those milestones during conferences or in times when courageous conversations with parents needed to happen.

Documentation as a whole can seem very daunting; however, if done wisely, it can have a significant impact on the students, their families, and our growth as teachers.  I still have so much to learn about documentation, and I look forward to the journey ahead and a future filled with additional opportunities to discover.

Jennifer Brehmer
Lead Toddler Teacher
Temple Sinai, Denver, CO