Rethinking Digital Documentation in Early Childhood Education: Finding Balance for Educators, Families, and Children

In early childhood education, the push for transparency, communication, and documentation has led many services to adopt digital platforms like Storypark, Kinderloop, and other similar tools. These platforms offer a way to document learning, communicate with families, and celebrate children’s progress in real time. However, a growing number of educators and leaders are beginning to reflect on the unintended consequences of these tools—particularly the pressure they can place on educators and the impact of constant digital communication on families and children.

As our understanding of wellbeing deepens, so does the need to critically assess how we use technology—not just in children’s lives, but in the lives of the adults who care for them.

Digital Overload: A Shared Concern

The term “digital overload” is becoming more common in our conversations, and for good reason. Many educators are reporting feeling overwhelmed by the constant expectation to upload learning stories, respond to family messages, and maintain a consistent flow of digital content. For families, this can also lead to screen fatigue and a sense of missing out if updates are delayed or inconsistent.

This raises an important question: are our digital practices truly supporting connection, or are they unintentionally adding pressure and pulling us away from presence?

Stepping Back to Move Forward

Some services have started to question the role of daily or frequent digital documentation. They are asking:

• Is it necessary to share photos and updates every day?

• Are we upholding the values we advocate for—such as presence, simplicity, and real connection?

• How does our use of digital tools impact the wellbeing of our team and our families?

In response, a number of centres have made the bold decision to step back from these platforms, or at least reduce how they use them. Instead, they are exploring other ways to stay connected with families that are less reliant on screens.

What Are Services Doing Instead?

Those who have moved away from daily digital updates often turn to more intentional, less frequent communication methods. These may include:

• Weekly or fortnightly email updates with key moments and reflections

• Printed photo displays or documentation walls in the centre

• Face-to-face conversations at pick-up and drop-off

• Learning journals or portfolios that are added to throughout the term

• Family evenings or open days where learning is shared in person

These approaches aim to support meaningful engagement without the pressure of daily uploads or constant notifications.

Supporting Families Through the Shift

Changing the rhythm of communication can be challenging, particularly when families have come to expect regular updates. But many services have found that with clear communication and a strong focus on values, families are surprisingly receptive.

Key strategies include:

• Sharing the “why” behind the change—linking it to educator wellbeing, child development, and a desire for more authentic connection

• Being transparent about what families can expect moving forward

• Offering other opportunities to engage in their child’s learning in ways that feel more personal and grounded

• Encouraging feedback and inviting families into the process

It’s not about removing communication—it’s about doing it more thoughtfully and with intention.

Shifting the Culture, Gently and Respectfully

Cultural change doesn’t happen overnight. It takes time, trust, and a willingness to have open conversations. For leadership, it also means modelling balance, setting boundaries around expectations, and protecting educators’ time and energy.

Leaders might consider:

• Reviewing documentation expectations with the team

• Ensuring time for documentation is factored into planning time—not done after hours

• Prioritising quality over quantity

• Encouraging educators to focus on relationships and presence first, technology second

Finding Alignment with Our Core Values

Ultimately, our use of digital tools should reflect the values we hold in early childhood education. If we believe in presence, connection, and the importance of childhood being lived—not constantly recorded—then our practices should align with that.

It’s possible to stay connected with families, celebrate children’s growth, and honour our educators’ wellbeing—all without relying so heavily on screens. As we continue to evolve as a sector, these reflections are not just timely—they’re essential.

We’d love to hear from others:

• Have you reduced your use of platforms like Storypark or moved away from them entirely?

• What approaches have worked in your setting?

• How have your families responded?

• What challenges did you face—and how did you navigate them?

Let’s keep the conversation going and support each other in finding sustainable, values-driven ways to document and connect.