What counts as evidence of learning (with examples mapped to EYLF)

Moving beyond photographs in Early Childhood Education and Care

Following recent sector discussions around child safety, privacy, and intentional documentation, many educators are asking:

“If we’re taking fewer photos… what actually counts as evidence of learning?”

The answer is reassuring:

Evidence of learning has never been limited to photographs.

In fact, the EYLF v2.0, the National Quality Standard (NQS), and guidance from ACECQA consistently highlight that learning is demonstrated through a range of documentation methods — many of which are richer and more meaningful than images alone.

What Do the Frameworks Say About Evidence of Learning?

EYLF v2.0

The framework emphasises that assessment for learning involves:

• Gathering information about children’s learning

• Analysing and interpreting that information

• Using it to inform planning

Importantly, it does not prescribe photographs as the primary method.

Instead, it highlights:

• Observations

• Conversations

• Work samples

• Documentation of learning over time

It also reinforces the importance of:

• Children’s voice

• Intentional teaching

• Ongoing reflection

National Quality Standard (NQS)

QA1 – Educational Program and Practice

Evidence may include:

• Documented observations of children

• Evaluations of learning

• Planning that reflects children’s interests and progress

QA2 – Children’s Health and Safety

Links to:

• Protecting children’s privacy

• Maintaining dignity in documentation

QA7 – Governance and Leadership

Includes:

• Policies around privacy, consent, and safe information handling

ACECQA reinforces that:

• Documentation should be meaningful, not excessive

• Evidence should show how educators know children are learning

• There are multiple ways to demonstrate learning, not a single required format

This aligns with the growing sector understanding that:

Documentation is about insight — not volume.

What Counts as Evidence of Learning?

Below are practical, aligned examples that reflect both frameworks and best practice.

1. Educator Jottings and Observations

Short, in-the-moment notes capturing:

• What the child did

• What they said

• How they approached the experience

Example (EYLF Outcome 4 – Confident and involved learners):
“Ethan persisted with balancing blocks after multiple attempts, adjusting placement each time and verbalising ‘I need a stronger base.’”

2. Children’s Voice (Quotes and Conversations)

Capturing children’s thinking provides powerful evidence.

Example (Outcome 5 – Communication):
“This is a bridge so the cars don’t fall in the water,” – Ava

This shows:

• Language use

• Conceptual understanding

• Intentional design thinking

3. Learning Stories

Narrative-style documentation that connects:

• Experience

• Learning

• Educator response

Example (Outcome 1 – Identity):
A story describing a child confidently leading a group game, highlighting belonging and leadership.

4. Reflections and Evaluations

Educator reflections show:

• What worked

• What learning occurred

• What will happen next

Example (Outcome 2 – Community):
“Children demonstrated growing awareness of fairness during group discussions. Next steps include introducing cooperative games to extend this understanding.”

5. Children’s Work Samples

These may include:

• Drawings

• Paintings

• Writing attempts

• Construction photos without identifying features

Annotated to explain:

• What the child is demonstrating

• Why it is significant

6. Diagrams and Mind Maps

Useful for showing:

• Thinking processes

• Planning

• Group ideas

Example:
A collaborative mind map about “what we know about plants” linking to Outcome 2 (connection to the world).

7. Feedback from Children

This may include:

• Responses during reflection

• Group discussions

• Voting or decision-making

Example (Outcome 3 – Wellbeing):
Children reflecting on their day in their Children's Voices Diary.

8. Family Input and Communication

Evidence can include:

• Family feedback

• Shared learning from home

• Cultural connections

This supports:

• Continuity of learning

• Partnerships (NQS QA6)

9. Educator Intentional Teaching Notes

Brief notes capturing:

• Why an experience was extended

• What teaching strategy was used

Example:
“Extended block play by introducing measuring language to support mathematical thinking (Outcome 4).”

10. Patterns Over Time

Evidence is not always a single moment.

It can be:

• Repeated behaviours

• Developing skills

• Ongoing interests

This is often best captured through:

• Summative notes

• Reflections across the week

Example: One Experience, Many Forms of Evidence

Block Play Experience

This could be documented as:

• A photo of hands stacking blocks

• A quote: “It keeps falling because it’s too tall”

• A jotting about persistence

• A reflection on problem-solving

• A diagram of the structure or children's positioning

• A note on extending learning with balance concepts

Same experience. Richer evidence. No reliance on a single photo.

The Shift in the Weekly Programming and Reflection Diary (2027 and Beyond)

In response to these sector shifts, the layout has been intentionally updated:

Previous:

“Photographic Evidence of Learning”

Now:

“Evidence of Learning”

Why This Change Matters

This update reflects:

• Alignment with EYLF v2.0

• Stronger connection to NQS expectations

• Increased awareness of child safety and privacy

• A move toward intentional, meaningful documentation

What This Looks Like in Practice

Educators can now use this space to document:

• Observations and jottings

• Children’s voice

• Reflections and evaluations

• Learning stories

• Work samples or descriptions

• Diagrams and thinking maps

• Feedback from children and families

While photographs can still be included as evidence, there is no expectation to:

• Include a photograph

• Fill the space with images

• Document everything visually

A More Flexible, Professional Approach

This change supports educators to:

• Choose the most appropriate form of evidence

• Reduce unnecessary workload

• Focus on quality over quantity

• Strengthen links to learning outcomes

A Final Reframe

If you’ve ever wondered:

“Is this enough evidence?”

Consider this:

• Does it show what the child is learning?

• Does it reflect how you know?

• Does it inform what comes next?

If yes — it is valid, meaningful evidence.

Bringing It All Together

Evidence of learning is not about proving that something happened.

It’s about showing:

• What children are thinking

• How they are developing

• How you are intentionally supporting that learning

And often, the most powerful evidence isn’t what we can see in a photo —
it’s what we can understand through thoughtful, intentional documentation.

Related Articles

• QLD Child Safe Standards in Early Childhood Education and Care
• Upcoming Child Safety Regulations – What ECEC Services Need to Know by 1  September 2025
  
• Ultimate Guide to Incident Reporting in Childcare
  
• NQS 2026 Updates and 2025 Policy Guidelines: Downloadable Resources
  
• 10 Ways to Be Safer with Photographs in Early Childhood Education and Care