In recent years, systematic documentation techniques focusing on children's learning have been increasingly established in institutions of Early Childhood Education and Care (ECEC). This article addresses the problem of a lack of empirically based knowledge regarding how these techniques are implemented in practice. It refers to theories of practice and performativity in its discussion of assessment and documentation as collective practices in which actors, instruments and practices conjointly produce selections. Based on ethnographic research, it shows how documentation practices in ECEC create the subject that is presupposed and intended to be the object of study: the ‘learning child’.

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