Amongst the gifts that documentation brings to our practice is the opportunity to re-conceptualize the way we see and use time.

It is no secret that one of the ‘constants’ in education is change. Schools and Early Childhood Centres are not strangers to the complex world of change as educators construct and re-construct their approaches to education inside a constant state of flux. When embraced with agency and inquiry, change can be a necessary force for strengthening of pedagogy over time, yet for many teams, change is a challenge that can wobble our confidence and dilute our intentions.