Do we still need printed portfolios in ECE?

Jul 30 / Angela Bush
Printed portfolios have long been a staple in early childhood education. For decades, they’ve sat proudly on centre shelves, filled with children’s artwork, learning stories, and milestone moments, a tangible record of growth and achievement.

But in 2025, many ECE teachers are asking: Do we still need them?

In my conversations with teachers and ECE managers, I’ve noticed there’s very little middle ground on this topic opinions sit firmly at opposite ends of the spectrum.

On one side, there are those who say:
 “We could never stop creating paper portfolios how could you even suggest it?”

And on the other, there are those who are completely over it:
“We’re exhausted. The time, the cost, the environmental impact it’s just not worth it anymore.”

One of the strongest arguments for keeping them is, “But parents love them.”

But here’s the question I keep coming back to:
If parents truly understood the hours of teacher time that go into producing these portfolios time that could instead be spent engaging with their child, would they still value them in the same way?
Why Did We Start Using Portfolios?

Portfolios began with the best of intentions. They were a way to capture and celebrate children’s learning journeys, something families could treasure, educators could use to track development, and children could proudly revisit. At their best, they were a beautiful window into growth.

But let’s be honest: we started creating paper portfolios in a very different time. This was before we had the digital tools we now take for granted. And once the habit was formed, we went all in, determined to make sure every child’s portfolio had something new, something meaningful, something that showed we were “doing our job.” Because if those pages were blank? It looked like we were neglecting the child.

At the same time, our sector shifted from simple observations to the learning story format, richer, more narrative, more relatable for families. The purpose was noble: to create deeper connections and understanding of children’s learning.

But fast forward to today, and the reality is sobering. Teachers are now carrying an incredible burden to produce enough documentation for every child, often crammed into their precious non-contact time. And here’s the kicker: while we’re glued to keyboards and printers, what are we giving up?

Where do we find the space for the things that truly elevate our practice, reflective thinking, professional learning, internal evaluations, and meaningful collaboration with colleagues? The things that make us better educators?
We Live in a Digital Age

There’s something undeniably special about a child’s printed portfolio. The weight of the pages. The smell of glue and paper. The joy of flipping through artwork and stories that capture fleeting moments in time. Many parents will tell you, “We still have our child’s portfolio, they’re a teenager now, but we treasure it.”

That nostalgia is real. And it’s beautiful.

But here’s the question we need to ask ourselves as educators: is nostalgia enough reason to keep doing something that’s no longer sustainable?

Families today live in a world of instant connection. A photo, a short video, or a quick note can be shared in real time, turning learning into something families can experience alongside us, not months later when a portfolio finally goes home. Digital documentation invites parents to respond, reflect, and contribute as the journey unfolds, making learning visible in the moment rather than locked away in a binder.

And here’s the truth: printed portfolios are not compulsory. What matters is that we document, assess, and plan for children’s learning. How we do it is up to us.

So we have to ask:
  • Can digital tools capture children’s learning in ways that feel just as meaningful — maybe even more so?
  • Can we create living, evolving stories that children can revisit and interact with, rather than static books that gather dust on a shelf?
  • Is it time to reimagine what “keepsakes” look like in a modern world?

Because memories aren’t about paper and ink — they’re about the stories we tell, the connections we build, and the joy children feel when they see themselves as capable, curious learners.
The Cost of Paper Portfolio

Over time, what was once a meaningful practice has, for many centres and educators, become a burden:

  • Time: Hours spent printing, cutting, gluing, and filing rather than being present with children. The multiple distractions from genuine interactions with children cannot be underestimated.
  • Money: Paper, ink, and binders quickly add up — especially in larger centres.
  • Environmental Impact: The sheer amount of paper and ink used is hard to justify in an era where sustainability is front of mind.

All this raises a fair question: Does the benefit outweigh the cost?
But What About Revisiting Learning with Children?

One of the main concerns educators raise is:
“How can children revisit their learning if they don’t have a printed portfolio available to them?”

The good news? There are plenty of other ways to help children revisit and reflect:
  • Group Learning Journals or Story Circles: Revisit photos and stories together as part of group discussions.
  • Floor Books or Project Boards: Create collaborative documentation children can touch, add to, and discuss.
  • Child-Led Conversations: Use photos and videos on a tablet or computer to prompt children to tell their version of events, building language and reflection skills. Video record children as they revisit learning with you, and post this in their digital portfolio.
  • Portfolio Print-Offs (Selective): Print only milestone stories or end-of-term summaries rather than every observation and keep these in a shared portfolio. 

These approaches are interactive, sustainable, and present new opportunities to maximise dynamic digital technologies.
So, Should We Still Be Printing Portfolios?

There isn’t a one-size-fits-all answer. Some families value having a printed keepsake at the end of their child’s time at the centre and that’s valid. But if the process of creating these is causing undue stress for teachers, draining resources, and impacting time spent with children, I believe it is worth rethinking.

Could we do less printing? Could we shift fully to digital, or offer a hybrid model where families can print their own keepsake stories?
The Bigger Question

Ultimately, the heart of this debate is about purpose:
  • Are our documentation practices genuinely supporting children’s learning?
  • Or are we holding onto traditions that no longer serve us — or them — in the best way?

Perhaps the real challenge is to design documentation that is sustainable, meaningful, and centred on the child — not the paper it’s printed on.

Download this blog as a printable PDF

written by

Angela Bush

Founder - ECE Learning Unlimited
Bachelor of Education (ECE), Diploma of Nursing, Diploma of Teaching (ECE) 

Angela is a degree qualified and registered ECE teacher, multiple ECE centre owner, curriculum leader and business manager of ECE Learning Unlimited. She is also a registered nurse. 

With over thirty years in ECE and centre ownership, Angela has a wealth of experience and knowledge in successful ECE leadership and centre management. 

Over the years Angela has also had roles as a lecturer in ECE, nanny, teacher, and mentor. 

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