In the Swedish Curriculum (Lpfö 1998, revised 2010) pedagogogical documentation constitute a big part. It is important that the childrens development and learning are documentated properly, both for the child itself, but also as an quality review and evaluation of the work that is made at the Preschool.

In this study we have examined preschool teacher’s attitudes towards pedagogical documentation and how they work with it and use it in the daily work at the Preschool.

We have also examined their own abilities to implement pedagogical documentation. For whom is the documentation made for? We also wanted to see if the children had any opportunity to influence the work.

We have used a qualitative method and our study is based on six semi-structured interviews with six preschool teachers. We have used Ulf P Lundgren and Urban Dahlöfs frame factor theory and Vygotskijs sociocultural perspective theory.

The result showed that preschool teachers have a positive attitude towards educational documentation but their work is often affected by the external frame factors which makes it hard for the Preschool teachers to realize the pedagogical documentation work.