Nicole Land thinking with Alicja Frankowski, Andrea Thomas, Selena Ha, and Maria Wysocki

We are curious to think with how we move with documenting – how do we keep our pedagogical documentation in motion, as a process entangled with our everyday movements with the playground? We printed and laminated some images of the children jumping with the logs. As we brought the laminated images into the sand, there were a few children who became concerned with keeping the documentation “clean”. They seemed interested in preserving the documentation as intact images, uncovered by sand or by a presumed, predictable idea of what the sand might do to the images. This makes me very curious to think more about the relations with documenting that we hold and participate in: in the name of what do we want to “preserve” documentation? What inheritances and existing conditions in the field invite relations with documenting concerned with preserving or keeping documenting intact? How? Why? What relations with documenting might we be interested in cultivating? What ways of being with documenting align with our pedagogical commitments?