ABSTRACT
This chapter provides practical insights about how pedagogical documentation created spaces and tools for the voice of children. It discusses two main initiatives and forms of documentation that were facilitated by the authors in early learning environments. Unlike the documentation panels, which appear on the wall for all to see, portfolios are private individual folders for which the child is able to lead and take ownership. The value of assessment in instruction needed to be re-thought from the view of children's voices. The children were directly involved in portfolio practices and had a say in the works that would be included in their portfolios. As teacher educators who believe in and advocate for children's participation in early childhood learning environments, the people practised how pedagogical documentation offers a culture of voice.
