Abstract
This study examined 24 empirical research studies conducted over the period of 2006-2019 focusing on the practice of pedagogical documentation in early childhood education. The research studies were selected by a systematic review of various databases and in-depth review of national and international journals. Categorization of selected studies and analyses were undertaken with respect to the research method, participants in the study, publication year, purposes, findings, and the location(s) in which the study was conducted. The review of the studies provided information related to current literature as well as providing recommendations for further studies and proving implications to improve the practice of pedagogical documentation. This examination revealed that pedagogical documentation has sophisticated outcomes not only for children but also classroom teachers and families.

Key words: Assessment, alternative assessment, documentation, pedagogical documentation, early childhood education