This study examined factors that influence and are influenced by the co-construction of pedagogical documentation by educators and children in early learning settings. Throughout a 6-month period, seven early childhood educators were asked to co-construct documentation with children and with a child audience in mind. Using interviews, questionnaires, site visits, document sampling, and a child focus group, data were collected and then analysed using a thematic-analysis approach within a social-constructivist research paradigm. Results show the value of co-constructed pedagogical documentation as a means for reflective practice and intentional programme planning which highlights the importance of providing supports and opportunities for co-constructing pedagogical documentation at both a preservice and inservice level.