• support student learning, 
• are simple and sustainable, 
• have a clear purpose, 
• value multiple forms of evidence of learning, 
• hold students and teachers accountable and responsible for the learning, 
• value both the processes and products of learning, 
• engage students, 
• inform instructional design and teachers’ professional judgment, 
• result from a process (collect, select, reflect, project) rather than being viewed as an “event”, 
• are intentionally part of an instructional sequence–students are not just expected to “make a portfolio,” but rather learn through gradual release of responsibility.

• "the expressive, 
• communicative, 
• symbolic, 
• cognitive, 
• ethical, 
• metaphorical, 
• logical, 
• imaginative, 
• and relational"
• (The Hundred Languages of Children p.7)

• spoken language,
• gestures,
• drawing,
• painting,
• building,
• clay and wire sculpture,
• shadow play,
• collage,
• dramatic play,
• music,
• and emerging writing"
• (The Hundred Languages of Children p.7)

• deepening the shared understanding of each child
• identifying and analysing learning and learning progress
• informing the educational program, and
• making learning visible and able to be shared with others.

It also helps educators and educational leaders to reflect on their pedagogy and practices." (ACECQA)

• personal expression & growth in expression
• reflection on personal thinking patterns
• communication in order to contribute to the group
• meaningful relationships with subject matter
• creating and deriving meaning
• technical abilities in order to further the above and in order for children to be able to "make their own learning visible" (The Hundred Languages of Children p.7)

"Sometimes (teachers) underestimate the depth of reflection involved, and the text does not do justice to the children's thinking and ideas. Or (teachers) working in busy classrooms simply cannot find the time to collect and assemble... traces of children's work..." (Pedagogical Documentation xii).

• Push back from parents (specifically in regards to portfolios)

"Sometimes parents think (portfolios are) "fluff" because they don't know what to do or what their role is" (Knowing What Counts 88)

• Lack of Resources

"Most of the participants mentioned that they needed an assistant teacher/support staff while using the pedagogical documentation method. They called for help from the candidate teachers in their class or support staff at their schools since it was difficult to maintain teaching while documenting." ("Examination of Turkish Early Childhood Teachers' Challenges in Implementing Pedagogical Documentation" 1051)