Exploring preschool teachers’ pedagogical documentation practices in early computer science education, we analyzed 131 artifacts generated by four teachers. Documentation included predominantly photographs capturing interactions and work samples, with fewer video clips and reflective notes. Two teachers emphasized documenting interactions/processes over work samples/products. Most documentation occurred during small group lessons, showcasing varied pedagogical approaches. Through narratives, we illustrate how teacher voice and perspective enrich computer science education. This research emphasizes how, when educators are provided autonomy and choice in documentation, they capture the sociocultural nature of computer science teaching and learning through instances where teachers and children are co-constructing knowledge.
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